美国历史简单outline, 中英文混版
2020年考研《英语一》翻译真题答案(跨考版)
2020年考研《英语一》翻译真题答案(跨考版)文章来源于An Outline of American History，《美国历史纲要》，是一本历史学方面的专著。
46 We don’t have to learn how to be mentally healthy; it is built into us in the same way that our bodies know how to heal a cut or mend a broken bone.【句子结构】分号连接的两个并列句，第一个并列句主干是 We don’t have to learn ，how引导宾语从句做learn的宾语，第二个并列句主干是it is built into us in the same way，that引导定语从句修饰先行词way，that定语从句中主干是our bodies know，how引导宾语从句做know的宾语。
【参考译文】我们无需刻意去了解学习才能让心理更健康，它正如我们的身体知道怎样让伤口愈合和修复骨折一样，是根植于我们体内的/是我们与生俱来的水平。
47 Our mental health doesn’t really go anywhere; likethe sun behind a cloud, it can be temporarily hidden from view, but it is fully capable of being restored in an instant.【句子结构】分号连接的两个并列句, 第一个并列句主谓结构，很简单，第二个并列句中，like the sun behind a cloud是状语，but 连接两个并列分句，包括短语be hidden from 和be capable of. 涉及被动语态的翻译方法。
【参考译文】我们的心理健康并不是真的消失不见，就像云朵背后的太阳，它也许暂时被遮挡，但是它也能够在瞬间重焕光芒。
USHistory Timeline(中文)
1607.5 英国伦敦公司在弗吉尼亚的詹姆斯敦建立第一个永久居留地。
1620.12.26 英国清教徒移民乘“五月花”号轮漂洋到达普利茅斯，在船上通过了五月花号公约。
1636.10.28 美国第一所大学——哈佛大学在马萨诸塞的坎布里奇成立。
1740 丹麦人维特斯·白令受俄国人雇佣，抵达阿拉斯加进行探险。
1752.6.15 本杰明·富兰克林在风暴中放风筝，证明闪电是一种电，并发明避雷针。
1765 英国颁布印花税条例。
因遭到抵制而在次年3月被废除。
1767 英国颁布唐森德税法。
1770年废除，只保留对茶的征税。
1773.12.16 波士顿发生倾茶运动，以抗议茶叶条例。
1774.9.5 第一届大陆会议在费城召开，抗议英国的行为，呼吁人民起来斗争。
1775.4.19 列克星敦和康科德人民对英军进行反抗，打响了美国独立战争的第一枪。
1776.1.9 托马斯·潘恩发表小册子《常识》。
1776.7.4 大陆会议通过杰斐逊起草的《独立宣言》草案。
1784.8.30 美国商船“中国皇后”号抵达中国的广州进行丝茶贸易，中美关系由此开始。
1784.9.21 美国第一份日报《宾夕法尼亚邮船和每日广告》开始发行。
1786.12.26 马萨诸塞州爆发由丹尼尔·谢斯领导的起义。
1787.5.25 制宪会议在费城召开，草拟了新宪法。
1789年3月4日，宪法正式生效。
1787.7.13 联邦国会通过西北土地法令。
1789.4.30 美国联邦政府成立，乔治·华盛顿就任第一届美国总统。
1789.9.24 根据联邦政府条例，最高法院成立。
1791.12.15 美国宪法增列十条修正案，即权利法案。
1792.4.2 美国国会通过造币法，在费城建造一座造币厂。
1794.11.19 美国政府与英国政府签定杰伊条约。
1800.12.1 联邦政府首都从临时所在地费城迁往华盛顿特区。
1803.4.30 美国从法国拿破仑手里廉价购买路易斯安那全部土地，使美国领土面积增加一倍。
美国历史知识英语作文
美国历史知识英语作文Title: A Glimpse into American History。
Throughout its history, the United States of Americahas undergone significant transformations, shaping its identity and influencing global affairs. From its colonial roots to becoming a superpower, the nation's journey is marked by pivotal events and remarkable individuals whohave left indelible imprints on its tapestry. In this essay, we delve into key moments and figures in American history, illuminating the nation's evolution.The colonial period laid the foundation for America's future trajectory. Beginning with the arrival of European settlers in the 17th century, the colonies thrived amidst challenges of establishing governance, cultivating land,and interacting with indigenous peoples. The Mayflower Compact of 1620 symbolized the early settlers' commitmentto self-governance, foreshadowing the principles of democracy that would later define the nation.The American Revolution stands as a watershed moment, catalyzing the quest for independence from British rule. The Declaration of Independence, penned by Thomas Jefferson in 1776, eloquently articulated the colonists' grievances and their aspiration for self-determination. The ensuing Revolutionary War, with iconic figures like George Washington leading the charge, culminated in the Treaty of Paris in 1783, securing America's independence.The founding fathers, guided by principles of liberty and equality, crafted the United States Constitution in 1787, laying the framework for a federal system of government. The Bill of Rights, added in 1791, enshrined fundamental freedoms and protections, ensuring a balance of power and safeguarding individual rights.The 19th century witnessed profound transformations, marked by westward expansion, industrialization, and the abolitionist movement. Manifest Destiny fueled territorial acquisitions, as pioneers ventured into the frontier in pursuit of land and opportunity. The Louisiana Purchase of1803 doubled the nation's size, while the Oregon Trail became a symbol of westward migration.However, the nation grappled with deep-rooted contradictions, particularly concerning slavery. The abolitionist movement gained momentum, led by figures such as Frederick Douglass, Harriet Tubman, and William Lloyd Garrison. The Civil War, fought from 1861 to 1865, became a defining moment in American history, as the Union clashed with the Confederacy over issues of slavery and states' rights. Abraham Lincoln's Emancipation Proclamation in 1863 signaled a turning point, paving the way for the eventual abolition of slavery and the reunification of the nation.The post-Civil War era, known as Reconstruction, sought to rebuild the South and address the legacy of slavery. Amendments to the Constitution, including the 13th, 14th, and 15th Amendments, abolished slavery, granted citizenship and equal protection under the law, and guaranteed voting rights regardless of race.The late 19th and early 20th centuries saw America'semergence as an industrial powerhouse and a global player. The Gilded Age was characterized by rapid industrialization, technological innovation, and vast disparities in wealth. Figures like Andrew Carnegie and John D. Rockefeller amassed fortunes, while labor activists like Eugene V. Debs and Mother Jones fought for workers' rights amidst labor strife and inequality.The Progressive Era, fueled by social reform movements, sought to address the excesses of the Gilded Age andimprove conditions for ordinary Americans. Progressive leaders like Theodore Roosevelt championed regulatory reforms, consumer protection, and conservation efforts, leaving a lasting legacy on American society.The 20th century was marked by America's ascent toglobal prominence and its involvement in world affairs. World War I thrust the nation onto the world stage, as it emerged as a key player in the Allied victory. The Roaring Twenties brought about a period of cultural dynamism and economic prosperity, fueled by technological advancements and shifting social norms.However, the Great Depression of the 1930s exposed the vulnerabilities of the American economy, leading to widespread unemployment and hardship. President Franklin D. Roosevelt's New Deal initiatives sought to address the crisis through government intervention, ushering in an era of expanded federal power and social welfare programs.World War II cemented America's role as a superpower, as it led the Allied forces to victory against the Axis powers. The post-war period witnessed unprecedented economic growth and the emergence of the United States as a global hegemon. The Cold War rivalry with the Soviet Union shaped American foreign policy, culminating in the space race, arms race, and proxy conflicts around the world.The civil rights movement of the 1950s and 1960s challenged racial segregation and discrimination, leading to landmark legislation such as the Civil Rights Act of 1964 and the Voting Rights Act of 1965. Figures like Martin Luther King Jr., Rosa Parks, and Malcolm X became iconic symbols of resistance and perseverance in the struggle forequality.The latter half of the 20th century was marked bysocial upheaval, cultural revolution, and technological innovation. The counterculture movement of the 1960s challenged traditional norms and values, while the feminist movement fought for gender equality and reproductive rights. The digital revolution of the late 20th century transformed communication, commerce, and entertainment, ushering in the Information Age.In conclusion, American history is a tapestry wovenwith the threads of triumph and tribulation, progress and setbacks, courage and conviction. From its colonial origins to its status as a global superpower, the United States has navigated myriad challenges and opportunities, leaving an indelible mark on the world stage. As we reflect on the past, we gain insights into the forces that have shaped the nation and the enduring values that continue to define its identity.。
美国历史文化概况(英文版)UNIT 4 Civil War and Abraham Lincoln[精]
![美国历史文化概况(英文版)UNIT 4 Civil War and Abraham Lincoln[精]](https://img.taocdn.com/s3/m/be0e05786c175f0e7cd137e9.png)
• Some food additive are regarded as beneficial by the manufacturer.
• 有些食品添加物，生产者认为是有用的。 8. tariff ['tæ rif] n. 关税表；收费表 • As a group, brokers have demonstrated much more muscle in
The government of the United States of America (The Union) regarded secession as illegal and refused to recognize the Confederacy. Although British and French commercial interests sold warships and materials to the Confederacy, no European or other foreign nation officially recognized the CSA as an independent country.
4. Negroes n. 黑人（Negro的复数形式） • Its unjust treatment of Negroes in the courts is a
notorious reality. • 该市法庭对待黑人的不公亦是臭名昭著的现实。
5. dispute [dis‘pju:t, ’dis-] n. 辩论；争吵 • That would further undermine the They agreed to arbitrate their
英语一历年文章来源整理版
2015年
一、完型
二、阅读
Part A
Text 1
选自2014年6月4日《卫报》上一篇名为Is the writing on the wall for all European royals?（所有欧洲皇室注定要失败吗？）的文章。主要讨论了西班牙胡安·卡洛斯国王退位这一事件对欧洲诸多皇室的影响，尤其是对英国皇室的影响。
TEXT4选自华尔街日报2013年6月27日
原文出处
http：///news/articles/SB10001424127887324637504578566333483406550
这是一篇人文学科的评论。作者对美国艺术与科学院所做的增强美国国民人文素质的报告进行了内容介绍，主要是对其进行了批评，认为这份报告没有坚持美国“传统的，保守的价值”可以看出作者在思想上是属于保守的右翼，认为目前大学里面主导的是“进步的”的理论，对美国传统的保守理念，比如自由市场经济，自我奋斗精神的鼓吹不够。选择一篇这样的文章，多少有点令人惊讶。毕竟这篇文章作者的观点政治性太强。文章很难，想看透文章，需要对美国的文化，政治有相当深入的了解，特别要了解这点，即在西方语境下，“左”“右”保守与“进步”的含义与在汉语语境下有所不同。文章难了，题目想做对自然也不容易。
美国历史教学我的一周课堂以及教学策略展示(英文版)
History Teaching: A Week In My Classroom and A Demonstrated Strategy历史教学：我的一周课堂以及教学策略展示Dale GriepenstrohHistory TeacherChula Vista High SchoolCA, USAIn lieu of a lesson plan I submit my outline of a typical week in my class and the role independent reading and writing play. I will explain how I attempt to make self-directed learners and empowered, curious studentsThe class is an advanced world history class designated as Advanced Placement. Advanced Placement is a certified college level class for high school students, in this case 15-16 years of age. The class is more rigorous than a regular world history class in that students are expected to cover 10,000 years of history in 36 weeks. Students are also expected to learn to write 3 types of college level essays, and take an exam at the end of the course to determine if they receive college credit for the course.This course is approved by the Education Testing Service and College Board for its rigor. Their expectations can be found in a course guideline called the Acorn Book, named for their logo, an Acorn. Each Advanced Placement course has its own Acorn Book which serves as a guide to the teacher of curriculum that must be covered for students to be successful on the performance test at the end of the year. This is in addition to state government requirements for the course.Because there is so much more reading involved and the critical thinking is at a much higher level, this course required the teacher to be a content coach and literacy teacher. Students must take more ownership of their education by become literate at or above their age groups ability very quickly for them to be successful. In this week long description of my typical practices, I hope you will see the importance I place on students being self- motivated and efficient information gatherers.I also have given a literacy focused strategy on flashcards used in my class. (discussion 20-30 minutes)Monday:To start our reflection on Monday makes the most sense. A typical Monday involves reviewing the test we took the previous Friday. I use a method introduced to me by Bill Ziegler at San Marcos High School, that makes students responsible for reading a chapter ahead in the text, while in class we cover what they may have had trouble with in the last chapter. For example, students read chapter 22 over the weekend or during the week and take the test for chapter 22 on Friday; meanwhile, I cover chapter 21 in class tying all content together as we learn scaffolded patterns and skills. I pay close attention to areas of weakness noted on the test for 21 taken the previous week.Tuesday:Tuesday could be used for a lesson involving the most missed information on the test from the following week, a preview of information on that week’s test, a series of film clips, or a timed writing. Most weeks we have a timed writings tying together the information from the previous week’s chapters with the current topic of their reading. As before stated, my challenge is to strengthen the previous week’s content knowledge and hopefully connect it to their current reading. They are responsible for keeping up with the reading and not falling behind in their notes.Wednesday:Wednesday we double blind, peer grade by using student identification numbers for the authors and the evaluators. I switch the papers by class so students are assessing a different period’s writing. Still controversial, I know. On the surface, peer grading saves me time by having the students pick out the glaring errors. The idea of course is to have students learn from each other’s mistakes through peer-evaluation and to learn that the key to good writing is what others can understand, not what they themselves try to express.Peer grading is not the answer to evaluating 150 essays at once. It must be used judiciously and with increasing student confidence. I start peer grading in the fall after the students have written 2-3 essays which I have corrected. They use their essay rubrics when they write all the essays first semester so they have an idea of what will be scored. They are familiar with the rubrics enough to ascertain if another writer has attempted the points. They are of course leery as to whether the attempt warrants a point on the rubric, but Wednesdays are dedicated to going through the rubric point by point and example by example.Often I will use previously written essays on overheads and correct the projected essay on several levels: rubric, grammar, historical accuracy, style, etc. I encourage the students to write all sorts of notes on their peer’s essay so the author will have much feedback on many levels, but in the end it is the rubric score that we will use to evaluate student performance. Admittedly, the main drawback with peer grading is the accuracy of the comments and scoring.Thursday:Students ask me questions, clarifying the chapter they are currently reading for the first 5-15 minutes. Then we move on to lessons which I presented to the ITIE conference before in Kunming.I have been using lessons for 6 years and I give it high marks for helping students review large amounts of information and aiding writing. Thursday’s lesson fuses thematic learning and scaffolding with reciprocal teaching/learning. The former helps studentsmake connections throughout the year and the latter allows for student discussion of read material. Research shows that both are beneficial for lower grade levels but I feel it really helps aide the higher level thinking skills needed for Advance Placement World History.It is very important to keep reminding students of historic themes that make analyzing easier and writing in paragraphs second nature. The activity on Thursday is meant to be a review for the Friday test, but it is setting up students to do well on their Tuesday essays as they learn to analyze material and break chapters down into thematic chunks of information.In an effort to make these themes ever present in their reading, writing and discussion, there are 8 theme bulletin boards that dominate one wall of the classroom. stands for Social, Political, Intellectual, Religion, Interaction, Technology, Economics and Dependence on the Environment. All of these are mentioned in the Acorn book in some fashion or another.At the beginning of the year we have a discussion of what topics go in what themes: Social would include social classes and the roles of women, men, children; Political would include rulers and laws and bureaucracies; Intellectual would include art, architecture, literature, philosophy and education; Religion includes gods, worship, afterlife beliefs and scriptures; Interaction would be examples of inter-cultural actions like wars, trade or migrations; Technology includes any tools or techniques a society improves upon; Economics is trade, labor systems, resource development and monetary systems and problems; Dependence on the environment includes all influences of a civilization's geography or climate like rivers and mountains, the available resources such as animal minerals, and plants, as well as diseases that arise from that environment and pollution affecting the environment.These themes are not absolute and have much overlap, most notably slavery issues which can be placed in social, economic and interaction themes easily. Students learn that a discussion of this allows for justification of placement and these leads to better understanding and hopefully better writing skills.Following a model of Cooperative Learning researched by Ann Brown and Annemarie Palincsar, students divide into groups of 4, basically they are seated in rows of 4 so this is easy and automatic. Each group is assigned a different theme and they rotate through all the themes during the year. The students in the group decide on one of 4 different jobs to do:Lecturer: responsible for summarizing the information in the chapter fortheir given theme that week.Illustrator: draws an original picture to encapsulate the theme.Language Expert: determines key vocabulary students should knowAssessor: creates multiple-choice questions that could appear on a test.Each group then presents their 4 parts to the class teaching us about their theme and how the chapters involved can be analyzed using that theme. The group work is then put on the theme boards on the dedicated wall following their test so they can be reminded of their effective analysis. They replace their work each week or after each test to reinforce the themes.While students are working, I check their notebooks. Students are allowed to take notes using three methods: Cornell, THIEVES or thematic using the SPIRITED method. Each has its advantages and the students must try the Cornell and THIEVES method at the beginning of the year. We discuss the pros and cons, but students ultimately choose which they prefer. I do not require the thematic notes to be practiced in class unless students are having problems classifying information by the themes mentioned in the SPIRITED activities. And some students want options, so it allows them to feel more empowered to have three types of notes from which to choose.Cornell Notes are pretty common in the United States and are called Cornell Notes because they were developed and required by the Cornell University staff in New York, USA. Cornell Notes force the student to question what they are reading by dividing a page in three parts, two columns on the top of the page and a box at the bottom. In the left column the students write outline style notes (Notes that conform to a simple listing of the author’s ideas as they read them). In the right column the student write possible test questions they may encounter for those notes. This teaches them to question themselves as they are reading what is important. The box at the bottom of the page can be used in a variety of ways, but I find it most beneficial to force students to question the author or me about the information that they have read. Then it is their responsibility to bring the questions to class for further research or the question me. This way they are organized for class discussions or group work and have ownership of the gathering of information. If you have further questions there are many examples on the web of various ways to implement these notes.THIEVES may require more explanation than a paragraph description.THIEVES was introduced by Jeff Zwiers in his book Developing Academic Thinking Skills in Grades 6-12. I was introduced to the method a few years ago at a SALT (Secondary Academic Language Tools) training in California. The students can use THIEVES as a pre-reading activity or as a skimming technique that leaves them with questions for a basic curiosity for reading. Here is a breakdown of how I use the technique. Students organize notes based on the following:Title Students write about why the author chose these words. Heading Students look at the heading and predict or report (depending onhow you are using the activity) the main points of the section. Introduction After reading the introduction they summarize in one paragraphin their own words what to get from the chapter.Everything I Know Students write what they know about the subject already. Visuals Students assess the meaning and importance of all pictures, maps and graphs.End-of-chapter Students read the summary or end questions and determine whatthey were supposed to take away from the chapter.So what? Most importantly, students have to determine why thechapter’s information is important to their understanding ofthe particular region and its position in world history.Students are reluctant to use this method at first, but many see the wisdom ofusing it. Their personal preferences vary.Friday:Friday is pretty straight forward. The students have the entire class time to finish a 30-40 question multiple-choice test. As previously stated, I use the test banks of several texts and modify the questions a little. I will use Advance Placement World History released questions to supplement some tests. At the beginning of the year, students do not know enough to answer many released Advance Placement World History test questions, because the questions are comparative across cultures and time periods.Flashcard Group Activity: 20-30 minutesI will have the attendees get in groups of 2-4 and create 10 flashcards. On the front will be a person’s name or event and on the back will be a description of that person or even and its significance. In the class room these cards are maintained from reading the text, but given the limited amount of time and access to texts, I will have participants do this from memory.After creating 5-10 cards, the attendees will then give their group’s cards to the group to their right. The new group will shuffle the cards to negate any historical thinking used by the creating group.The attendee groups will then start to group the cards in several ways discussing how people and events can relate to one another; by theme, by cause and effect, by comparison and contrast, etc. These groups will be recorded by a member of each group and then the lists in each group are shared with the session/class for further discussion and comment/evaluation.It is this discussion that is essential to student’s ability to remember the facts in relevant ways instead of the old rote method that only allows students to spew out facts with no meaning or true comprehension.Other ways of using the cards in a group setting is a timeline or throw-down format.When using a timeline focus, every student chooses a card and then stands around the room in chronological order by their event’s happening or person’s existence. They then justify to the teacher why they are standing where they are. The students’ interpretations of cause and effect and simple chronological relativity are valuable for the teacher to assess but he/she and point out other patterns if they arise.The Throw-Down is slang for a fight or wrestling. The students choose only people or only events and when randomly called to the front they must discuss which person or which event had the most impact on the world. They discuss until the class determines there is a clear winner.Again, it is the discussion and evaluation process that cements the learning, not the memorization of the card. Assessment by the teacher can be made by participation points, depth of description, cooperation, teamwork input, etc.The implication for furthering literacy is that students read the text with the intention of explain why something or someone is important and relevant, not simply that something happened or someone did something.。
美国历史简介 中英对照 .ppt
fourth Thursday of November as Thanksgiving Day every year. The celebration of Thanksgiving Day has been observed on that date until today. The pattern of the Thanksgiving celebration has never changed through the years. The big family dinner is planned months ahead. On the dinner table, people will find apples, oranges, walnuts and grapes. There will be plum pudding, mince pie, other varieties of food and cranberry juice and squash. The best and most attractive among them are roast turkey and pumpkin pie. They have been the most traditional and favorite food on Thanksgiving Day throughout the years.
感恩节的由来要一直追溯到美国历史的发端。1620年， 著名的“五月花号”船满载不堪忍受英国国内宗教迫害 的清教徒102人到达美洲。1620年和1621年之交的冬天 ，他们遇到了难以想像的困难，处在饥寒交迫之中，冬 天过后，活下来的移民只剩50来人。基于“来者是客” 的信念与习俗，印第安人给这些移民送来了生活必需品 ，并且教导他们狩猎、捕鱼和种植玉米、南瓜等等生存 方法。在印第安人的帮助下，来自欧陆的新移民逐渐习 惯了在当地的生存方式。在欢庆丰收的日子，欧陆新移 民邀请印第安人一同感谢上天的赐予。许多人认为，美 国第一个感恩节就是印第安人与新移民第一次齐聚感谢 上天赐予的那一天。
人教部编版历史九年级上册第18课美国的独立课件(14张)
困境中的北美军队士兵
华盛顿检阅陷入饥饿困境的军队. 参加反英战斗的妇女和儿童
美
三、《独立宣言》
时间 1776.7.4 起草人 杰斐逊 会议 大陆会议 内容 宣布了人人生而平等，享有……（天赋人权）
列举了英国殖民统治的种种暴政，呼吁…… 意义 宣告北美13个殖民地脱离英国而独立 地位 “第一个人权宣言” 局限 没有废除奴隶制
的文化思想与风俗习惯逐渐融合，从而产生了共同的 文化。形成了一个新民族── 美利坚民族 。
非 洲 黑 人
欧洲移民
I am an American.
印第安人
英国殖民统治者对北美经济的发展持何态度呢？
一、独立战争的爆发
根本原因
英国的殖民统治严重阻碍北 美资本主义经济的发展。
一、独立战争的爆发
导火索：波士顿倾茶事件
民族解放战争 资产阶级革命
• 有些烦恼都是自找的，因为怀里揣着过去而放弃了现在的努力。有些痛苦也是自找的，因为无所事事而一直活在未来的 憧憬里。决定一个人成就的，不是靠天，也不是靠运气，而是坚持和付出，是不停地做，重复的做，用心去做，当你真 的努力了付出了，你会发现自己潜力无限！再大的事，到了明天就是小事，再深的痛，过去了就把它忘记，就算全世界 都抛弃了你，——你依然也要坚定前行，因为，你就是自己最大的底气。埋怨只是一种懦弱的表现；努力，才是人生的 态度。不安于现状，不甘于平庸，就可能在勇于进取的奋斗中奏响人生壮美的乐间。原地徘徊一千步，抵不上向前迈出 第一步；心中想过无数次，不如撸起袖子干一次。世界上从不缺少空想家，缺的往往是开拓的勇气和勤勉的实干。不要 被内心的犹疑和怯懦束缚，行动起来，你终将成为更好的自己。人生就要活得漂亮，走得铿锵。自己不奋斗，终归是摆 设。无论你是谁，宁可做拼搏的失败者，也不要做安于现状的平凡人。不谈以前的艰难，只论现在的坚持。人生就像舞 台，不到谢幕，永远不要认输！努力是一种生活态度，和年龄无关！生活要有激情，只要你有前进的方向和目标，什么 时候开始都不晚，负能量的脑袋不会给你正能量的人生！简简单单，学最好的别人，做最好的自己。路是一步一步的走 出来的 ，只有脚踏实地的往前走。不管遇到多大的风雨，坚持走下去，阳光灿烂的笑容，在风雨后等着你我。笑着走下 去，一定会见到最美的长虹。每个人都是通过自身的努力，去决定生活的样子，每一次付出，都会在以后的日子一点点 回报在你身上。生活不会亏待努力的人，也不会同情假勒奋的人。别让未来的你怨恨今天的自己。耐心点，坚强点；总 有一天，你承受过的疼痛会有助于你。世界不会在意你的自尊，人们看的只是你的成就。在你没有成就以前，切勿过分 强调自尊。喜欢一个人，就是两个人在一起很开心；而爱一个人，即使不开心也想和他在一起。身体最重要，上网不要 熬通宵。时间没有等我，是你忘了带我走，我们就这样迷散在陌生的风雨里，从此天各一方，两两相忘。心有多大，舞 台就有多大。思考的越多，得到的越多。因为思考可以释放能量。福报不够的人，就会常常听到是非；福报够的人，从 来就没听到过是非。因为清楚地明白得不到我想要的，所以就选择了放弃；不知道这样做是对还是错，那么就让时间来 裁决吧。时间没有等我，是你忘了带我走，我左手是过目不忘的萤火，右手里是十年一个漫长的打坐。少年的时候想逃 家，青年的时候想成家，成年的时候想离家，老年的时候想回家。生命中，不断的有人离开或进入，于是，看见的看不 见了，记住的遗忘了；生命中不断的有得到和失落，于是，看不见的看见了，遗忘的记住了。通过云端的道路，只亲吻 攀登者的足迹许多人企求着生活的完美结局，殊不知美根本不在结局，而在于追求的过程。学会宽恕就是学会顺从自己 的心，“恕”字拆开就是“如心”。人生的道路是何其地漫长，在这漫长的人生道路之上，唯有不断地求索才能真正地感悟到 人生的真谛。我爱你时，你说什么就是什么。我不爱你时，你说你是什么。人生是需要用苦难浸泡的，没有了伤痛，生 命就少了炫彩和厚重。没有汽车是郁闷的生活，有了汽车是闷气的生活；没有好车是羡慕的生活，有了好车是提防的生 活。有时候不是不懂，只是不想懂；有时候不是不知道，只是不想说出来；有时候不是不明白，而是明白了也不知道该 怎么做，于是就保持了沉默。真正的放弃是悄无声息的。别想一下造出大海，必须先由小河川开始。还记得你说世界美 好事情真的特别多，只是很容易擦肩而过。善待自己，幸福无比，善待别人，快乐无比，善待生命，健康无比。承认自 己的伟大，就是认同自己的愚疑。每个人都有自己鲜明的主张和个性，不要试图去改变他人，同样，也不要被他人所改 变生活，匀速的是爱，不匀速则变成一种伤害。时间给空想者痛苦，给创造者幸福。遇上什么人是命运的事，但爱上什 么人离开什么人，则是自己的事。生命不是躯体，而是心性；人生不是岁月，而是永恒；云水不是景色，而是襟怀；日 出不是早晨，而是朝气；风雨不是天象，而是锤炼；沧桑不是自然，而是经历；幸福不是状态，而是感受。初恋：就想 一见钟情！热恋：就想以身相许！留恋：就想百依百顺！失恋：就想你东我西！爱情如花，友情如酒，花开一阵，酒香 一生。即使没有风，我也可以飞舞。即使逆着别人的方向，我也可以前进。拿望远镜看别人，拿放大镜看自己。4、我只 能拼，因为我想赢。轻装上阵，不要让太多的昨天占据了你的今天。人需要沉淀，要有足够的时间去反思，才能让自己 变得更完美。当你觉得你可以为之奋斗的时候，别放弃。等待是很难过，但后悔会更难过。佛陀从不勉强别人去做他不 喜欢的事情，佛陀只是告诉众生，何者是善？何者是恶？善恶还是要自己去选择，生命还是要自己去掌握。一个人时， 善待自己。两个人时，善待对方。书是知识的宝库；书是进步的阶梯；书是人类的高级营养品。我们可以通过读书学习 获得大量的知识，从而提高自己的才能，使自己变得聪明起来。当你抓住一件东西总不放时，或许你永远只会拥有这件 东西，如果肯放手，便获得了其它选择机会。旧观念不放弃，新观念难产生！生活不能游戏人生，否则就会一事无成； 生活不能没有游戏，否则就会单调无聊。你永远也看不到我最寂寞时候的样子，因为只有你不在我身边的时候，我才最 寂寞。你怀念的那个地方，而实际是怀念那里的人。人之所以有一张嘴，而有两只耳朵，原因是听的要比说的多一倍。 成熟，需要过程，也需要勇气。以后的以后少一些自以为是，多一些自知之明。人生就像愤怒的小鸟，每次你失败的时 候，总有几只猪在笑。美丽是危险的，有些事，不是不在意，而是在意了又能
美国历史英文版ppt课件
“雪亮工程"是以区（县）、乡（镇） 、村（ 社区） 三级综 治中心 为指挥 平台、 以综治 信息化 为支撑 、以网 格化管 理为基 础、以 公共安 全视频 监控联 网应用 为重点 的“群 众性治 安防控 工程” 。
The Louisiana Purchase
The purchase of a huge expanse of land from France in 1803 radically increased the size of the United States and allowed for a greater number of farmers.
“雪亮工程"是以区（县）、乡（镇） 、村（ 社区） 三级综 治中心 为指挥 平台、 以综治 信息化 为支撑 、以网 格化管 理为基 础、以 公共安 全视频 监控联 网应用 为重点 的“群 众性治 安防控 工程” 。
Slavery
There were also many disputes in the law about the slaves:
Washington D.C. was burned, but the Americans eventually won.
Native Americans were later forced to move west (to Oklahoma) in the Trail of Tears (1830).
Western expansion dispersed this wealth, as Americans asserted a right to spread out to places like Oregon, California, and Texas, an idea called “Manifest Destiny”.
初中美国历史课件(英文)Ancient Civilizations
Geography
This civ rose in the valleys between the Tigris and Euphrates rivers. Some say this Fertile Crescent was the real Garden of Eden.
In what modern day country was the Fertile Crescent?
ANCIENT EGYPT
Nile River Mummies Pharaohs Rameses King Tutankhamen Hieroglyphics
Egyptian civilization
Egyptian civilization arose a bit after Mesopotamia. Geography: It was centered around the Nile River.
That concludes Egypt.
Any questions before the quiz?
Egypt Quiz
1.What river is the basis for Egyptian civilization? 2.What “paper” did Egyptians write on? 3. What is an Egyptian ruler called? 4.What writing system did Egyptians use? 5.What other African kingdom did Egypt trade and interact with? 6. What type of economic system did Egypt have?
The Nile River
US History Notes Chapter 1 美国历史笔记(英文版)第一章
Chapter 1: The European arrived America (Aug 25)-The Columbian Voyages1. Intending to discover an oceanic passage to Asia, in 1492 ChristopherColumbus instead mistakenly discovered the Americas. –five yearsafter Columbus Portugal try to go India by the route around Africa. Slaves,goods for trades which were they for. 80000 miles away for the whole globaltrip.2. 1A1-1A3 pp. 1-6 –a group of Mexico, Tanios people found Native Mexicofirst. They saw many naked wild people on this land and drew some maps sentback. Amerigo Vespucci’s maps are very accurate. Map of Amerigo. Juan Gines de Sepulveda talked with Emperor Charles V in the debate. Description: They are organization, friendly, help in culture.-What differences does Sepulveda emphasize between Europeans(especially Spaniards) and the Indians? On what grounds does heassert the superiority of European culture?-How are his views of the Indians different from those of Sepulveda?What ideas did the two debaters share?3. The papal divide (1494) the treaty of Tordesillas, promulgated byPope Alexander VI, drew a line dividing all claims to land in theAmericas between Portugal and Spain . Until the arrival of the Spanishand Portuguese in the America.- Caribbean Experiments (Aug 27)•Columbus’s secon d voyage to the New World established the first Spanish Colony in the Americas (in present-day Santo Domingo)•Tainos were the first indigenous people to meet the Spaniards•Great Antilles in 1520In the west, Indians explored by Columbus, most of inhabitants, as shown in map is Tainos. Columbus’s knowledge that Marco Polo found 7400islands- Spanish Dominance•Within a single generation after the death of Columbus. Spain had conquered most of the New World•Spain as motivated by religion, nationalist pride, and dreams of personal enrichment•The Spanish Entrodos in North America- The Great Dying•Spanish contacts with the natives of the Caribbean, Central Mexico, and Peru in the early 16th Century triggered a biological epidemic of smallpox in which some 6 million•The Caribbean ExchangeImported animals from Europe (cattle, goats, pigs, etc.) devastated thefragile environment of the New WorldVarious plants (especially weeds) imported accidentally from EuropeCorn, potato, tomato, pepper, pineapple, chocolate ═ coffee, pig, cow,sheep- Silver Sugar and their Consequences•Silver and gold was found abundantly in the New World, especially in South America•Native labor was coerced into mining the metals for the Spanish•Sugar production grew at an alarming rate, due to the changing tastes of Europeans•African slaves were deemed the best labor to produce the sugar-Religious conflict during the era of reconnaissance •Martin Luther’s Protestant Reformation•John Calvin’s Calvinism•Henry VIII and the Anglican Church•England challenges SpainEngland was the slowest European power to begin expansion to the New WorldThey were initially motivated by the need to expand fishing areas and find new sources of woodThey rift between England and Spain centered on religion (Catholic v.Protestant)England defeated the Spanish Armanda in 1588- The Westward Fever•The opportunities of the New World began to permeate all levels of English society in the 1580s•England’s first effort at colonization occurred in Ireland•England’s first at tempts at American colonization were weak and unprofitable•Roanoke 1585-1590- Anticipating North America•Early English settlers had vague ideas about the nature of the American natives, some true some false•Some saw Indians as savage predator- The Middle Passage (Aug 30)•Also known as the Atlantic Passage, transferred slaves to the New World in four to eight weeks on board sailing vessels•Conditions were incredibly bad and many Africans died during the forced journey.。
美国简史之美国土著居民 An Outline of Early American History
An Outline of Early American HistoryTHE FIRST AMERICANS"Heaven and Earth never agreed better to frame a place for man's habitation." At the height of the Ice Age, between 34,000 and 30,000 B.C., much of the world's water was contained in vast continental ice sheets. As a result, the Bering Sea was hundreds of meters below its current level, and a land bridge, known as Beringia, emerged between Asia and North America. At its peak, Beringia is thought to have been some 1,500 kilometers wide. A moist and treeless tundra, it was covered with grasses and plant life, attracting the large animals that early humans hunted for their survival.The first people to reach North America almost certainly did so without knowing they had crossed into a new continent. They would have been following game, as their ancestors had for thousands of years, along the Siberian coast and then across the land bridge.Once in Alaska, it would take these first North Americans thousands of years more to work their way through the openings in great glaciers south to what is now the United States. Evidence of early life in North America continues to be found. Little of it, however, can be reliably dated before 12,000 B.C.; a recent discovery of a hunting lookout in northern Alaska, for example, may date from almost that time. So too may the finely crafted spear points and items found near Clovis, New Mexico.Similar artifacts have been found at sites throughout North and South America, indicating that life was probably already well established in much of the Western Hemisphere by some time prior to 10,000 B.C.Around that time the mammoth began to die out and the bison took its place as a principal source of food and hides for these early North Americans. Over time, as more and more species of large game vanished -- whether from overhunting or natural causes -- plants, berries and seeds became an increasingly important part of the early American diet. Gradually, foraging and the first attempts at primitive agriculture appeared. Indians in what is now central Mexico led the way, cultivating corn, squash and beans, perhaps as early as 8,000 B.C. Slowly, this knowledge spread northward. By 3,000 B.C., a primitive type of corn was being grown in the river valleys of New Mexico and Arizona. Then the first signs of irrigation began to appear, and by 300 B.C., signs of early village life.By the first centuries A.D., the Hohokum were living in settlements near what is now Phoenix, Arizona, where they built ball courts and pyramid-like mounds reminiscent of those found in Mexico, as well as a canal and irrigation system.MOUND BUILDERS AND PUEBLOSThe first Indian group to build mounds in what is now the United States are often called the Adenans. They began constructing earthen burial sites and fortifications around 600 B.C. Some mounds from that era are in the shape of birds or serpents,andprobably served religious purposes not yet fully understood.The Adenans appear to have been absorbed or displaced by various groups collectively known as Hopewellians. One of the most important centers of their culture was found in southern Ohio, where the remains of several thousand of these mounds still remain. Believed to be great traders, the Hopewellians used and exchanged tools and materials across a wide region of hundreds of kilometers.By around 500 A.D., the Hopewellians, too, disappeared, gradually giving way to a broad group of tribes generally known as the Mississippians or Temple Mound culture. One city, Cahokia, just east of St. Louis, Missouri, is thought to have had a population of about 20,000 at its peak in the early 12th century. At the center of the city stood a huge earthen mound, flatted at the top, which was 30 meters high and 37 hectares at the base. Eighty other mounds have been found nearby.Cities such as Cahokia depended on a combination of hunting, foraging, trading and agriculture for their food and supplies. Influenced by the thriving societies to the south, they evolved into complex hierarchical societies which took slaves and practiced human sacrifice.In what is now the southwest United States, the Anasazi, ancestors of the modern Hopi Indians, began building stone and adobe pueblos around the year 900. These unique and amazing apartment-like structures were often built along cliff faces; the most famous, the "cliff palace" of Mesa Verde, Colorado, had over 200 rooms. Another site, the Pueblo Bonito ruins along New Mexico's Chaco River, once contained more than 800 rooms.Perhaps the most affluent of the pre-Columbian American Indians lived in the Pacific northwest, where the natural abundance of fish and raw materials made food supplies plentiful and permanent villages possible as early as 1,000 B.C. The opulence of their "potlatch" gatherings remains a standard for extravagance and festivity probably unmatched in early American history.。
美国历史英文教学材料PPT
US History Timeline Colonial Era and Revolution War (1607-1783)
• • • •
US History Timeline Colonial Era and Revolution War (1607-1783)
1770: Boston Massacre 1773: Boston Tea Party 1774: First Continental Congress 1775-1783: American Revolution: War of Independence
US History Timeline A New Nation
• • • • • • • • The Founding of a nation The Second War with England 1812-1814 Westward Expansion Monroe Doctrine 1823 Trail of Tears 1838 Manifest Destiny 1845 Gold Rush 1848 The Compromise of 1850
• Agricultural Changes
America: the granary of the world
• Industrial Growth and Appearance of Monopolies
the fourth in value of manufactures in 1860; the first by 1894
US History Timeline The New World
US History Timeline The New World
US History Timeline Colonial Era and Revolution War (1607-1783)
美国教育历史-History-of-American-Education
Early National Education
• The Revolution War occurred ( 1775-1783) an emphasis was put on education the US achieved one of the highest literacy rates at the time.
Rhymes for each letter
The New England Primer
The New England Primer
Colonial Education
For boys For girls
School day: 7 a.m. At home Breakfast: 9 a.m. Dinner: 2 p.m. – 5 p.m. Tutors: Male Tutors: Governess
20th Century Education
Education in the Southern States: • By 1900, a majority of blacks in the South were literate. • In 1912, the Southern States (34% of U.S. population) received only 3% of the education funding.
For girls
Basics: Reading, writing, and arithmetic to read their Bibles and be able to record household expenses Important subjects: art, music, French, social etiquette, needlework, spinning, weaving, cooking, and nursing
An Outline of 美国史
Chapter One: Early America
• 1. The First Americans
• The Bering Sea • Beringia; the Siberian coast
• 2. The First Europeans: • The first Europeans to arrive in North America -- at least the first for whom there is solid evidence -- were Norse, traveling west from Greenland , where Erik the Red
• In 1497, just five years after Christopher Columbus landed in the Caribbean looking for a western route to Asia, a Venetian sailor named John Cabot arrived in Newfoundland on a
• mission for the British king. Although fairly quickly forgotten, Cabot's journey was later to provide the basis for British claims to North America. It also opened the way to the rich fishing grounds off George's Banks, to which European fishermen, particularly the Portuguese, were soon making regular visits.
初中美国历史课件(英文)Ancient Mexico
Temple of Quetzalcoatl
Temple of the Jaguars
Olmecs
They were the first
major Indian Tribe. Olmec means “rubber people.” Two major cities were San Lorenzo and La Venta. They used a form of picture writing; had a number system and calendar.
Calpolli
Each calpolli elected its own officials to run its
ห้องสมุดไป่ตู้
business. They were a true democracy and voted on decisions. Women did not have a vote. Calpolli expected all of its able-bodied men to fight any wars. The men considered it an honor to fight for their clan. The family arranged for all marriages. A young person could only marry someone outside the clan. A woman who married now joined her husband’s clan.
Human Sacrifices
The Mayas had 3 methods of giving the human sacrifices:
美国历史文化概况(英文版)UNIT 2 Territory and Environment
TEXT A New Words and Expressions:
5. habitat [ 'hæ bitæ t ] n. 栖息地 • The place is the habitat for giant panda. • 这个地区是大熊猫的生活基地。
6. prairie[ 'prεəri ] n. 大草原】 • Indians hunted the prairie for buffalo. • 印第安人在大草原狩猎野牛。
TEXT A Notes
3. Territorial dispute: A territorial dispute is a disagreement over the possession/control of land between two or more states, or over the possession or control of land by a new state and occupying power after it has conquered the land from a former state no longer currently recognized by the new state.
puppet show . • 因此，当可怜的格培多没有夹克穿在家里发抖时，皮诺奇却在看木偶秀。 13. monitor [ 'mɔnitə ] vt. 监控 • Unless the public can monitor a fund's behaviour, there is no guar Notes
1. Dependent areas : There are varying degrees and forms of dependence, commonly distinguished from other subnational entities in that they are not considered to be part of the motherland or mainland of the governing State. In most cases they also represent a different order of separation. A subnational entity typically represents a division of the State proper, while a dependent territory might be an overseas territory that enjoys a greater degree of autonomy.
初中美国历史课件(英文)romanrepublic
• Concilium plebis
• Comitia Curiata/Centuriata – plebs and patricians • All met in the forum (looked over each other) • Pontifex Maximus
– Religious leader – Committed the emporium (military power)
Collapse of the Republic
• Gracchus brothers
– Violence used to impose one's will
• Marius
– Re-election to consulate (many times) – Standing army
• Sulla
Founding of Rome – The Roman Race
• Wars against the Latins (like The Illiad) • Rape of the Sabine Women (Jacques Louis David)
Founding of Rome – The City (Kingdom) of Rome
Military Organization
• Centuries — 100 armed men • Maniples—3 Centuries
– Headed by Centurian (from the ranks) – Could move quickly through difficult terrain (better than phalanx) – Independent decisions (tribunes)
写一篇关于美墨边境墙的英文历史故事
美墨边境墙英文历史故事1Once upon a time, the area along the US-Mexico border was a place of lively exchange and cooperation. People on both sides of the border freely traded goods, shared cultures, and built friendships. There were bustling markets where merchants from the US and Mexico would gather to sell their wares. Families on either side would come together for festivals and celebrations.However, as time went by, things began to change. Various factors led to the decision to build a border wall. Concerns about illegal immigration, drug trafficking, and security issues started to dominate the conversation. Politicians on the US side began to push for the construction of a wall to supposedly keep out these perceived threats.The building of the wall was a controversial decision. While some argued that it was necessary for national security, others pointed out that it disrupted the lives of many people who had long depended on the cross-border interactions. It separated families, made trade more difficult, and created a sense of division where there had once been cooperation.As the wall went up, it became a symbol of the complex issues facing the two countries. It raised questions about immigration policies, human rights, and the future of relations between the US and Mexico.中文翻译：从前，美墨边境地区是一个充满活力的交流与合作之地。
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第一章美洲殖民地人们的早期生活。
A.The Age of ExplorationThe English Colonies两个主要的1. Jamestown in Virginia in the South2. Massachusetts Bay Colony in Massachusetts in the NorthB.Virginia at Jamestown 的主要事件1.建立于1607 年4月26日（这篇outline中的时间顺序最好记一下，因为sat 2似乎很喜欢考顺序题，而且有个最基本的时间概念对学历史的感觉很重要）一个名字嚣张的叫London Company 的股份制公司(Joint-Stock)投资了它2. Captain John Smith, led the colony. 但是他太笨了，被印第安人给抓了。
但是又被印第安的一位女生, Pocahontas给救了3. Jamestown的地理位置选得不好，而且第一批去的人（settlers）缺乏种田经验，玩过帝国的人都知道，种田对国家的补给是很重要的。
所以结果饿死了好多人，在此存亡时刻，他出现了....4. 1619，John Rolfe introduced West Indian tobacco plants. tobacco(烟草) 给jamest own 注入了新的活力。
出口烟草成了他们的主要经济来源。
5. London Company的日子其实一直不好过，即使jamestown可以卖烟草，但是London Company 赚的钱还是很少，为了解决招商引资的问题，他们决定做出了决定。
你去美国那边可以自己建政府！叫区域自制。
类似于自治区。
于是，1619年，House of Burgesses, 建立了（这种英文不知道怎么翻译，也没必要翻译）。
它是first representative government in the New World.6. 1675, 一个叫Nathaniel Beacon 发起了个rebellion against Governor Berkeley. 史称Beacon Rebellion. 主要原因是官员Berkeley“清剿”“印匪”工作不利，导致Beacon自己领导了一个500人的军队去“清剿” 印第安人（美国教材也习惯性叫他们Native America）。
Be rkeley 非常尽责，他表示beacon的行为违法了。
Beacon怒了，一把火烧了jamestown。
但是Berkeley还是率领军队打败了Beacon。
7. 1640年，slaves(非洲奴隶)被引进jamestown.C.Massachusetts Bay Colony1. 跟jamestown是因为经济原因建立（profit), Massachusetts Bay 更像是一个宗教避难所。
当时欧洲出现于不同传统天主教的“新教”，他们和天主教一样都信耶稣，但是宗教习惯不一样，而且被天主教迫害。
所以他们需要一个地方可以有自己的信仰，于是来了new wo rld.2. 1630年，John Winthrop 率领若干Puritans 建立Massachusetts Bay Colony. 他们实行一种宗教干政的民主形式。
只有男性宗教成员才有资格给一个叫the General Court的l egislature投票。
大部分居民都对这种政体表示满意，可是很快出现了不和谐的声音....(见下一个section)3. 1636年，一个叫Roger William的人坚持Massachusetts Bay Colony的土地使用权是从英国政府手上买的，不是从印第安人手上买的;所以不合法。
而且他要求政教分开和信仰自由。
很不幸，他被驱逐出殖民地。
但是他去了Rhode Island. 而且建立了一个政教分开，民主，宗教自由的殖民地。
4 还是在1636年，这次是一个叫Ann Hutchinson 的妇女。
她指控有些clergy(牧师)接受了异教非主流思想。
结果她也被驱逐出境，最后去了long island.5.1643年，New England Confederation建立了。
它是为了有效的对抗印第安人和荷兰人的联盟。
他的成员有Massachusetts Bay, Plymouth, New Haven, and Connecticut. 但是，New England Confederation的建立让英国国王很不爽，因为今天他们可以对抗印第安人，明天就可以联合起来对抗英国。
D. 印第安人和colony人的关系1. 在那个遥远的年代，当非主流还没有变成主流。
欧洲来的基督徒们觉得印第安人太非主流了，他们觉得自己有责任christianize（基督化）他们。
但是印第安人不喜欢物质主义的生活，他们不需要宝马也能快乐。
对此，喜欢坐在宝马里哭泣的欧洲人非常不理解。
他们觉得印第安人没有上进心。
这种文化和思想上的差别使他们很难和平相处。
2. 但是大家同饮一江水，相互仇视之间也碰出火花。
有名的是”Columbian Exchange”. 印第安人的corn给了英国殖民地的人很大的帮助。
英国殖民地的人也给了印第安人一些高科技技术，例如火枪什么的。
3. 欧洲人把马这种物种带到了美洲，使西部的印第安人的生活发生了巨变！！（sat2 的考题！）E. 殖民地分化1.一般来说，我们把最早在美国建立的十三个殖民地分为三个部分a. New England 地区包括New HampshireMassachusettsConnecticutRhode Island这个地区有很多森岭木材，所以以造船业闻名。
居民有Puritans and Pilgrims这样的，信教徒。
他们努力工作，并且遵守严谨的教义。
b. Middle Colonies包括New YorkPennsylvaniaNew JerseyDelaware这个区域有一个别名叫Bread Colonies, 以出产wheat, oat（燕麦）, barley（大麦）and rye（黑麦）这样的农作物闻名。
境内有许多河流。
因为境内实行宗教自由，信什么东西的人都可以在这里居住，所以居住人群有来自England , Netherlands ,France , Germany....同时也住着Puritans, Quakers, Anglicans ,Catholics and Jews.c. Southern Colonies包括VirginiaMarylandNorth CarolinaSouth CarolinaGeorgia因为气候比较暖和，所以主要农作物有Tobacco,Rice, Indigo(靛蓝，一种染料)，Cotton.这几种农作物一般叫做“crash crops”, 因为它们主要用来交易。
居民主要是Anglicans(一种比purtian相对保守的基督教徒)，英国的Plantation owners, servants , and slaves.F. 需要记得的一些有关colony的词汇merchant: a person who produces or trades goods. 商人subsistence farming : when a family grows only enough food to survive. 当一个家庭所做的只够他们自己吃的，生存农业homespun: products that are made at home (furniture, clothing ...) 家庭纺织cash crop 之前讲过，商品作物indentured servants : people who are brought to the colonies and must work to pa y off the trip. 收合同约束的雇员。
他们一般都是14-17岁左右的青年。
他们跟一些殖民地公司签订合同，来到殖民地做很累的活，挣很少的钱。
富士康呀！（sat2 有考过）H.英国对殖民地政策1. 当时的英国已经出现了一些基础经济理论，主要的是，mercantile theory of trade. 它说一个国家想要强大，那么它的export（出口额）必须大于它的import(进口额)。
2. 所以英国想要强大，必须保持高速的出口增长率和增长比。
当时英国的制造业已经挺发达的了。
所以英国把colonies 当成naturally sources of raw materials. 而且英国为了更好的领先其它国家（法国，荷兰...都是英国的竞争对手），禁止了colonies 与其它国家做生意，这样就可以扩大优势。
而且英国还禁止colonies制造很多东西，因为如果colonies可以直接制造，英国对殖民地的出口额就会减少。
这样不利于英国的发展。
这就是简单的贸易保护主义。
也就是为什么美国向中国征收很多关税的原因。
只有出口额大于进口额，国家才会强大起来。
3. Salutary Neglect这是英国政府对colonies 的一项政策。
salutary means 有益的，neglect means 忽视. s alutary neglect, “有益的忽视”。
英国政府制定了很多苛刻的条例The Navigation Acts去管理colonies的进口和出口，可是他们也知道colonies的居民并没有严格的执行这些条例。
殖民地的同志们偶尔也搞搞走私挣笔外快。
可是英国政府并没有高压管理这些行为，而是睁一只眼闭一只眼，为什么呢？因为英国也有恐惧。
在那个时候，英国最大的敌人——法国，也出现在了colonies附近。
法国人主要在中部，mississippi river附近，他们喜欢好看衣服，玩潮。
当时皮草很流行，于是法国人在北美主要和Indian人做做皮草生意。
可是，法国也想进入北美市场，毕竟资源丰富，而且现在colonies的市场被英国人垄断，买很多东西只能买英国造的。
英国乱要价，colonies也没有办法。
多大的一块蛋糕呀。
英国害怕了，他们害怕自己如果过度压制colonies，让他们没法好好过日子，colonies 可能会和法国合作。
所以英国实行了salutary neglect 政策，大家都有的赚，还可以避免法国的强大。
I. The Great Awakening 大觉醒大觉醒运动起源于欧洲，于1720年传到北美。
当时北美很多人slackening religious fervor (对宗教没有很大兴趣），欧洲的一些新教教士看到了市场～于是跑到北美去传播他们新教的思想。