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发布时间:2024-07-15 00:50:02

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My entry into Black women’s history was unexpected but agreeable. In the preface to Black Women in America: An Historical Encyclopedia, I recount the story of exactly how Shirley Herd (who, in addition to teaching in the local school system, was also president of the Indianapolis chapter of the National Council of Negro Women) successfully provoked me into changing my research and writing focus. Although I dedicate this volume to her and to her best friend, fellow club woman and retired primary school teacher Virtea Downey, I still blush at the fact that I went to graduate school to become a historian in order to contribute to the Black Struggle for social justice and yet met her request to write a history of Black women in Indiana with reluctance. I had never even thought about Black women as historical subjects with their own relations to a state’s history, and I thought her invitation and phone call extraordinarily intrusive. Only later did I concede how straightfo
A. discovered Black women’s history when she was in graduate school
B. became a historian to help Black people in America achieve social justice
C. developed her research skills by undertaking a challenging project
D. came to view Black women as a worthy subject for historical analysis

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My entry into Black women’s history was unexpected but agreeable. In the preface to Black Women in America: An Historical Encyclopedia, I recount the story of exactly how Shirley Herd (who, in addition to teaching in the local school system, was also president of the Indianapolis chapter of the National Council of Negro Women) successfully provoked me into changing my research and writing focus. Although I dedicate this volume to her and to her best friend, fellow club woman and retired primary school teacher Virtea Downey, I still blush at the fact that I went to graduate school to become a historian in order to contribute to the Black Struggle for social justice and yet met her request to write a history of Black women in Indiana with reluctance. I had never even thought about Black women as historical subjects with their own relations to a state’s history, and I thought her invitation and phone call extraordinarily intrusive. Only later did I concede how straightfo
A. Because she knew that historians should avoid controversial subjects
B. Because there were too many other projects requiring her attention
C. Because she viewed Herd’s request as irrelevant and presumptuous
D. Because she knew that Herd had not been to graduate school

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M: Where is my black sweater
W: It’s in the washing machine.You’ve got to wear the yellow one, I’m afraid.

What do we learn from the conversation ()
A. The man likes the yellow sweater.
B. The man can’t wear the black sweater.
C. The woman does not want him to wear the black sweater.
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What’s Mr. Black’s job
[单项选择]What’s Mr. Black’s job
[A] A Chinese teacher. [B] An English teacher. [C] A maths teacher.
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Conversation Two

Where is Black’s PC shop located( )
A. In Cambridge.
B. In London.
C. In Peterstown.
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You know my name is Li Lei. Look at the black car. It’s my father’s car. My father is hehind Ihc car. The woman in a blue coat is my mother. She is in the car. The girl in a red hat is my sister. She is in the car. too. Her name is Meimel. She has a cai. The cat is white. It’s in the car. I ts name is Mimi. It is very nice.
Whose car is this
[单项选择][听力原文]What is Mr. Black’s attitude towards petrol prices()
A. He is optimistic about the petrol prices.
B. He is worried about the increase in the petrol prices.
C. He is not sure about the petrol prices.
D. He is pleasant for the decrease in the petrol prices.
[单项选择]Who is Karl Black A. He is the man’s daughter’s boyfriend. B. He is the woman’s daughter’s boyfriend. C. He is Miss Zhang’s boyfriend.
[单项选择]-It turned out she went to the same school as my sister.
-Well !( )
A. You live and learn, don’t you
B. It turned out all right, didn’t it
C. It’s a small world, isn’t it
D. I wouldn’t bet on it.
[填空题]

The African ancestors of today’s black Americans were brought to the U. S. as slaves in the seventeenth, eighteenth, and nineteenth centuries. They worked on farms, especially the large farms in the{{U}} (36) {{/U}}states. Slowly they became a{{U}} (37) {{/U}}part of the economic system of the South.
Slaves did not have the rights of people. According to the law, they were "things" which belonged to the person who bought them. They had to{{U}} (38) {{/U}}the orders of their owners without question. They were not allowed to learn to read; their owners feared that{{U}} (39) {{/U}}slaves would begin to think about the injustice of the system and would learn to struggle for their{{U}} (40) {{/U}}. Slaves had to work long hours in extremely unhealthy conditions. Their owners had complete power over them. They could be bought and Sold like animals at the slave markets, black children were{{U}} (41) {{/U}}from their parents and nev

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