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请阅读 Passage 2,完成第 26~30小题 。Passage 2Paper money is used every day but people do not often think of money as just paper.This is because people agree that it has value,and paper money is supported by the government.People have used paper money for only a few hundred years,but what did people do before printed money was invented? In Medieval England,a stick was the official representation of money. The common system that was used involved counting debt on a piece of wood called a "tally stick". The tally stick was marked with a knife.Each mark,or tally,indicated an amount of money.The tally stick acted as a contract.No one really knows who invented the tally stick,but King Henry I of England is credited as the first to use the stick in a widespread fashion.In England,the tally stick was used from 1100-1826.Marks were made on a tally stick to represent the amount of service or goods that were exchanged.The tally stick was cut in halflengthwise into two parts,and one stick was longer than the other.The person giving services or goods received the longer end of the stick,called the "stock",and the person paying for the service or goods received the shorter end.Once the stick was cut,it could not be altered.When put together,the two halves fit perfectly together.Medieval England was not the only country to use the tally stick system.In 1960,Belgian scientist Jean de Heinzelin de Braucourt discovered an extremely old tally stick made of baboon bone in Africa.At first,he determined the stick to be between about 8,000 to 10,000 years old.This surprised many people because it proved that the tally stick system had been in use for much longer than everyone had previously thought.Further research has shown that this stick is actually much older: now,scientists believe it is 20,000 years old.The tally stick system may no longer be in use today,but its influence is still apparent.People still make contracts and people still borrow and lend money.People still trust that "things"-whether they are sticks,paper,or coins-have value.The next time paper money is used,just remember: it is only paper!Why were many people surprised about tihe tally stick in Africa?

A、The material it was made from had never been seen before.

B、It was much older than previously thought.

C、It was cut sideways instead of lengthwise.

D、Money did not exist in Africa then.

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  • Passage1Today's adults grew up in schools designed to sort us into the various segments of our social and economic system. The amount of time available to learn was fixed: one year per grade. The amount learned by the end of that time was free to vary: some of us learned a great deal;some,very little. As we advanced through the grades,those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites within the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind,we were,in effect,spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation.From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as capable learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. They became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments.But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted. These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments.Consider the reality-indeed, the paradox-of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it reinforced the rank order. This is why, if some students gave up and stopped trying (even dropped out of school), that was regarded as the student's problem, not the teacher's or the school's.Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. The"data-based decision makers" in this process are students themselves.Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks-all triggered by students' perceptions of their own capabilities as reflected in assessment results.Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect, drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities.Which of the following will be triggered by the assessment results according to the passage?

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