题目内容
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Blacks and racial minorities live a miserable life in the U.S.
A．Y
B．N
C．NG
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更多“Blacks and racial minorities l…”相关的问题
Which of the following statements is true according to the text？[A]Washington would not appreciate the idea of overthrowing social order．[B]Racial separation is an outcome of accommoda tionist ideology．[C]Washington would not support determined activist leadership．[D]The Philadelphia Negro is a book on blacks in American South．
Better Day Coming: Civil Rights in America in the 20th Century
World War Two
In 1941, when America entered World War Two, most blacks still lived in the Southern States. There, they could not vote. Laws requiring separation of the races required black children to attend segregated schools that were grossly under-funded and, in many cases, consisted of falling-down shacks. Blacks traveling by bus were made to sit in the rear seats; if journeying by train, in separate carriages. Whites addressed blacks by their first names only and never used courtesy titles like "Mr." or "Mrs."
Racial discrimination infected the entire nation, not just the South. Blacks in the North lived in ghettos, because they were unable to buy or rent houses elsewhere. Many trade unions routinely excluded blacks from membership. Although no laws required them, segregated schools were common in Northern cities. Above all, racial segregation was still the official policy of the federal government.
Nevertheless, blacks had high hopes that World War Two would enable them to regain some of their lost rights. For one thing, they believed that if they fought for their country they should be rewarded with equal citizenship. In the second place, President Roosevelt defined the conflict as a war for democratic freedom. Blacks were quick to compare the racial theories of the Nazis with the racist beliefs of Southern whites. They vowed to conquer "Hitlerism without and Hitlerism within". Finally, the expansion of the wartime economy enabled blacks to enter industries that had previously barred them, leading them to hope for promotion and access to more decision-making positions.
The outcome of the war, however, proved a massive disappointment. The government refused to abandon racial segregation in the forces, and was even reluctant to send black troops into battle. Roosevelt did nothing to challenge the mass disenfranchisement of black voters in the South. And although the president ordered an end to discrimination in the defence industries, white workers stubbornly resisted the recruitment and promotion of blacks.
The Cold War
Yet only three years after the war ended, Roosevelt's successor, Harry S. Truman, embraced the cause of civil rights. He asked Congress to legislate against racial discrimination. He integrated the armed services.
Why this sudden about-turn by the federal government？ One reason is that the war had helped to discredit theories of racial superiority. When Allied troops uncovered the full extent of the Holocaust, the world recoiled in horror. Racism, whether in the form. of anti-Semitism or proclamations of white supremacy, could never again be respectable.
Furthermore, the Cold War had made racial discrimination an international issue. As the colonial empires of Europe broke up, the United States and the Soviet Union jockeyed for influence among the non-white peoples of Asia and Africa. Soviet propaganda lashed the United States for its treatment of blacks. Racial segregation suddenly became an embarrassment to Washington. Anxious to erase this stain on America's reputation, the Supreme Court, declared that segregated schools were unconstitutional.
The Civil Rights Movement
Encouraged by a feeling that history was finally going their way, blacks in the South did what had once been unthinkable. They openly rebelled against racial discrimination. This new civil rights movement began in Montgomery, Alabama, in 1955. Mrs. Rosa Parks refused to obey a bus driver who ordered her to surrender her seat to a white man. Her arrest prompted 50,000 blacks to boycott(联合抵制) the city buses for more than a year, until seating was finally integrated. Not only was the protest a triumphant success, garnering(存储) worldwide sympathy, but it also threw up a inspiring and eloquent leader, a young Baptist clergyman called Martin Luther King,
A．Y
B．N
C．NG
Which of the following statements is true according to the text？
[ A] Washington would not appreciate the idea of overthrowing social order.
[ B] Racial separation is an outcome of accommodationist ideology.
[ C] Washington would not support dete.rmined activist leadership.
[D] The Philadelphia Negro is a book on blacks in American South.
According to the author, children's books published between 1750 and 1850 ______.
A．were entirely positive to the black slaves in Britain
B．depicted the black as equals of the white,
C．helped to form. a stereotype which strengthened the black racial superiority
D．not only contained anti-slavery sentiments but also had certain negative effects on the blacks
Which statement can be inferred from this passage？
A．Racial discrimination originated from the attempts of each race to keep its identity.
B．Despite the racial discrimination, all the people are helping America develop.
C．Indian should not be so superior.
D．The blacks suffer from the worst crimination now.
According to the author, children's books published between 1750 and 1850______.
A．were entirely positive to the black slaves in Britain
B．depicted the black as equals of the white
C．helped to form. a stereotype which strengthened the black racial superiority
D．not only contained anti-slavery sentiments but also had certain negative effects on the blacks
根据短文，回答{TSE}题 Du Bois was a sociological and educational pioneer who challenged the established system of education that tended to restrict rather thanto advance the progress of black Americans．He challenged what is called the “Tuskegee machine” of Booker T．Washington，the leading educational spokesperson of the blacks in the US. A sociologist and historian，Du Bois called for a more determined and activist leadership than Washington movided Unlike Washington，whose roots were the southern black agriculture，Du Bois's career spanned both sides of the Mason-Dixon Line．He was a native of Massachusetts，received his undergraduate education from Fisk University in Nashville，did his graduate study at Harvard University，and directed the Atlanta University Studies of Black American Life in the South．Du Bois approached the problem of racial relations in the United States from two dimensions：as a scholarly researcher and as an activist for civil rights．Among his works was the famous empirical sociological study，The Philadelphia Negr0：A Social Study，in which he examined that city’s black population and made recommendations for the school system．Du Bois’s.Philadelphia study was the pioneer work on urban blacks in America．Du Bois had a long and active career as a leader in the civil rights movement．He helped to organize the Niagara Movement in l905，which led to the National Association for the Advancement of Colored People(NAACP)，established in l909．From l910 until l934，Du Bois edited The Crisis，the major journal of the NAACP．In terms of its educational policy，the NAACP position was that all American children and youth should have genuine equality of educational opportunity．This policy，which Du Bois helped to formulate， stressed the following themes：(1)public schooling should be free and compulsory for all American children；(2)secondary schooling should be provided for all youth；(3)higher education should not be monopolized by any special class or race．As a leader in education，Du Bois challenged not only the tradition of racial segregation in the schools but also the accommodationist ideology of Booker T．Du Washington．The major difference between the two men was that Washington sought change that was evolutionary in nature and did not upset the social order，whereas Du Bois demanded immediate change．Du Bois believed in educated leadership for blacks，andhe developed a concept referred to as the“talented tenth”，according to which lo percent of the black population would receive a traditional college education in preparation for leadership．{TS}Compared with B．T．Washington，Du Bois’ political stand was___________．[A]less popular[B]Imore radical[C]less aggressive[D]more conservative
Unlike Washington, whose roots were is southern black agriculture, Du Bois's career spanned both sides of the Mason-Dixon Line. He was a native of Massachusetts, received his undergraduate education from Fisk University in Nashville, did his graduate study at Harvard University, and directed the Atlanta University Studies of Black American Life in the South. Du Bols approached the problem of racial relations in the United States from two dimensions: as a scholarly researcher and as an activist for civil rights. Among his works was the famous empirical sociological study, The Philadelphia Negro: A Social Study, in which he examined that city's black population and made recommendations for the school system. Du Bols's Philadelphia study was the pioneer work on urban blacks in America.
Du Bois had a long and active career as a leader in the civil rights movement. He helped to organize the Niagara Movement in 1905, which led to the National Association for the Advancement of Colored People (NAACP), established in 1909. From 1910 until 1934, Du Bois edited The Crisis, the major journal of the NAACP. In terms of its educational policy, the NAACP position was that all American children and youth should have genuine equality of educational opportunity. This policy, which Du Bois helped to formulate, stressed the following themes: (1) public s chooling should be free and compulsory for all American children; (2) secondary schooling should be provided for all youth; (3) higher education should not be monopolized by any special class or race.
As a leader in education, Du Bois challenged not only the tradition of racial segregation in the schools but also the accommodationist ideology of Booker T. Washington. The major difference between the two men was that Washington sought change that was evolutionary in nature and did not upset the social order, whereas Du Bois demanded immediate change. Du Bois believed in educated leadership for blacks, and he developed a concept referred to as the "talented tenth," according to which 10 percent of the black population would receive a traditional college education in preparation for leadership.
Compared with B. T. Washington, Du Bois's political stand was ______.
A．less popular.
B．more radical.
C．less aggressive.
D．more conservative.
Text 3
Du Bois was a sociological and educational pioneer who challenged the established system of education that tended to restrict rather than to advance the progress of black Americans. He challenged what is called the "Tuskegee machine" of Booker T. Washington, the leading educational spokesperson of the blacks in the U. S. . A sociologist and historian, Du Bois called for a more determined and activist leadership than Washington provided.
Unlike Washington, whose roots were is southern black agriculture, Du Bois's career spanned both sides of the Mason-Dixon Line. He was a native of Massachusetts, received his undergraduate education from Fisk University in Nashville, did his graduate study at Harvard University, and directed the Atlanta University Studies of Black American Life in the South. Du Bois approached the problem of racial relations in the United States from two dimensions: as a scholarly researcher and as an activist for civil rights. Among his works was the famous empirical sociological study, The Philadelphia Negro : A Social Study, in which he examined that city's black population and made recommendations for the school system. Du Bois's Philadelphia study was the pioneer work on urban blacks in America.
Du Bois had a long and active career as a leader in the civil rights movement. He helped to organize the Niagara Movement in 1905, which led to the National Association for the Advancement of Colored People (NAACP) , established in 1909. From 1910 until 1934, Du Bois edited The Cri- sis, the major journal of the NAACP. In terms of its educational policy, the NAACP position was that a// American children and youth should have genuine equality of educational opportunity. This policy, which Du Bois helped to formulate, stressed the following themes: (1) public schoolingshould be free and compulsory for all American children; (2) secondary schooling should be pro-vided for all youth; (3) higher education should not be monopolized by any special class or race.
As a leader in education, Du Bois challenged not only the tradition of racial segregation in the schools but also the accommodationist ideology of Booker T. Washington. The major difference between the two men was that Washington sought change that was evolutionary in nature and did not upset the social order, whereas Du Bois demanded immediate change. Du Bois believed in edu- cated leadership for blacks, and he developed a concept referred to as the ".talented tenth," according to which 10 percent of the black population would receive a traditional college education inpfeparation for leadership.
51. Compared with B. T. Washington, Du Bois 's political stand was
[ A] less popular.
[ B ] more radical.
[ C] less aggressive.
[D] more conservative.
The United States has a varied ethnic minority pattern, without the dominance of one minority group in a specific geographical area. The largest ethnic group in America is the blacks, totaling an estimated 26 million in 1980, or 12 percent of the population. Unlike the French, the black population of the United States is not culturally and geographically isolated in one area. Slightly more than half of American blacks live in the South, and 49 percent reside in the East and the West. The black American speaks English, has a tendency to share, the characteristics of competition, materialism, and individualism with other United States citizens, and has no distinctive religion.
The Spanish-speaking minority in America is reluctant to adopt the values of the dominant cultural group. There is increasingly a demand for bilingual (双语的) education to allow Spanishspeaking children to use English in their educational programs. The existence of a large and growing minority population such as the Spanish-speaking Americans, who are increasingly committed to their own food and newspapers in Latin, is one of the issues facing Anglo-America in the future. The old concept of a melting pot is being replaced by the concept of a plural society.
From the context, we know that "attributes" (Para. 1) means
A．similarities of ethnic groups.
B．qualities belonging to ethnic minorities.
C．differences between ethnic minorities.
D．relationships among ethnic groups.
