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2
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3
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- Objectives :
- 1. understand the main=
idea
(early civil-rights struggles in the US ,esp. the underground Railro=
ad);
- 2. learn to use library
resources and other resources for information ;
- 3. grasp the key langu=
age
points and grammatical structures in the text ;
- 4. conduct a series of
reading ,listening ,speaking and writing activities related to the t=
heme
of the unit .
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4
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5
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- 1.Use your own words to explain the word “hero”?
- 2.Who is your hero in your mind?
- 3.What are the qualities to be
a good hero?
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6
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- 1.What’s the freedom? Do you enjoy it in this society?
- 2.In your opinion, is a complete freedom a right thing?
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7
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- Great Movement Great =
Leader
- Martin Luther K=
ing
- Uncle Tom's Cab=
in
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8
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9
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- 1954 Brown v. Board of Edu=
cation
- 1955 Montgomery Bus Boycot=
t
- 1957 Desegregation at Litt=
le
Rock
- 1960 Sit-in Campaign
- 1961 Freedom Rides
- 1962 Mississippi Riot
- 1963 Birmingham March on
Washington
- 1965 Selma
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10
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- 1954
Oliver Brown v. Board of Education of Topeka, Kansas
- In the 1950s, school segregation was widely accepted throughout the
nation. In fact, it was required by law in most southern states. In
1952, the Supreme Court heard a number of school-segregation cases,
including Brown v. Board of Education of Topeka, Kansas. It decided
unanimously in 1954 that segregation was unconstitutional, overthrow=
ing
the 1896 Plessy v. Ferguson ruling that had set the "separate b=
ut
equal" precedent.
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12
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- 1955
Montgomery Bus Boycott
- Rosa Parks, a 43 year old black seamstress, was arrested in Montgome=
ry,
Alabama, for refusing to give up her bus seat to a white man. The
following night, fifty leaders of the Negro community met at Dexter =
Ave.
Baptist Church to discuss the issue. Among them was the young minist=
er,
Dr. Martin Luther King, Jr. The leaders organized the Montgomery Bus
Boycott, which would deprive the bus company of 65% of its income, a=
nd
cost Dr. King a $500 fine or 386 days in jail. He paid the fine, and
eight months later, the Supreme Court decided, based on the school
segregation cases, that bus segregation violated the constitution.=
li>
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13
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14
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- 1960
Sit-in Campaigns
- After having been refused service at the lunch counter of a Woolwort=
h's
in Greensboro, North Carolina, Joseph McNeill, a Negro college stude=
nt,
returned the next day with three classmates to sit at the counter un=
til
they were served. They were not served. The four students returned to
the lunch counter each day. When an article in the New York Times dr=
ew
attention to the students' protest, they were joined by more student=
s,
both black and white, and students across the nation were inspired to
launch similar protests.
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- 1963
Birmingham
- Birmingham, Alabama was one of the most severely segregated cities in
the 1960s. Black men and women held sit-ins at lunch counters where =
they
were refused service, and "kneel-ins" on church steps where
they were denied entrance. Hundreds of demonstrators were fined and
imprisoned. In 1963, Dr. King, the Reverend Abernathy and the Revere=
nd
Shuttles worth lead a protest march in Birmingham. The protestors we=
re
met with policemen and dogs. The three ministers were arrested and t=
aken
to Southside Jail.
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- “I have a dream that one day on the red hills of Georgia, sons=
of
former slaves and sons of former slave-owners will be able to sit do=
wn
together at the table of brotherhood.”
- "I have a dream that my four little children will one day live =
in a
nation where they will not be judged by the color of their skin but =
by
the content of their character."
- I have a dream today.
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- The Black People they have got through a great long history to get t=
heir
freedom and civil rights. Many heroes of the civil rights movement h=
ad
sacrificed their lives for racial dignity like Martin Luther King and
his black brothers and sisters. Nevertheless, black people will not =
give
up until there is no racial prejudice in this world. Now, in the U.S.
constitution it has removed racism as a result of Civil Rights Movem=
ent.
This movement was great but those heroes were more brilliant and bra=
ve,
they are living in our minds forever and their deeds will inspire fe=
llow
black people to pursue their dreams, meanwhile they will feel a stro=
nger
pride of their ancestors.
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- Martin Luther King, JR., who won the Noble Peace Prize in 1964,was an
important political leader in the USA. He fought for political rights
for black people in the USA. By doing this he set an example to the =
rest
of the world. The message he gave was that black people should not be
separated but should be treated as well as other people, and with
complete respect.
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- v Uncle Tom’s Cabin
- A novel (1852) =
by the
US writer Harriet Beecher Stowe which increased support for the move=
ment
to free slaves. It is about a kind slave called Tom who is badly tre=
ated
and finally killed by Simon Legree. The novel sold 300,000 copies wi=
thin
the first year and helped to raise awareness to the brutality of
slavery. Abraham Lincoln credited the book as being a catalyst=
of
the Civil War. The name Uncle Tom is sometimes used as an insult to
describe an African-American who has too much respect for white peop=
le.
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- v The Underground Railroad
- A secret system used =
in the
US before the Civil War for helping thousands of slaves to escape to=
the
free northern states or Canada. The slaves were called “passen=
gers”,
the people who helped them were “conductors”, and the sl=
aves
hid in “stations” (safe houses) along the way.
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- v Quaker
-
Any member of the Society of Friends, a religious group
established in England in the 1650s by Gorege Fox. They were origina=
lly
called Quakers because members were thought to “quake” or
shake with religious excitement. Quakers worship Christ without any
formal ceremony or fixed beliefs, and their meetings often involve
silent thought or prayer. They are strongly opposed to violence and =
war,
and are active in education and charity work.
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- A member =
of the
Methodist Church, the largest of the Protestant Free Churches in Bri=
tain
and the US. It was established in 1739 by John Wesley as part of the
Church of England but it became separate from it in 1795. It was
introduced into the US in the 18th century and today has over 50 mil=
lion
members around the world. It emphasized the importance of moral issu=
es,
both personal and social.
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- 1.slender:adj
- 1)
thin and graceful
- eg:=
She
has a long slender neck.
-
2)not enough to be useful, helpful, or effective
- =
733;slender
chance/ hope
- eg:=
The
company now only has a slender hope of survival.
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- 2.settlement:n
- 1)a
small village in an area with few people
- eg:
a settlement on the edge of the desert
-
2)the movement of a new population into a place to live there=
- eg:
the settlement of the American West
-
3)an agreement or decision ending an argument, question, etc<=
/li>
-
eg:After the settlement of our differences, we became friends=
.
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- 3.confident:adj
-
「+that/of」having a belief in one’s own po=
wers
or ability
- eg:=
The
government is confident of winning/ that it will win the next electi=
on.
- cf: confi=
dential:
adj(spoken or written in secret; to be kept secret)
- =
733;keep
sth confidential
-
eg:Doctors are required to keep patients’ records
completely confidential.
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- 4.devote:v
-
1) devote time/ effort/ money etc to
-  =
;
(use your time, effort etc in order to do sth or help sth be
successful)
-
eg:I’m devoting all my time and energy to being a mom r=
ight
now.
-
2)devote oneself to (to do everything you can to achieve sth =
or
help someone)
- eg:=
She
has devoted herself to caring for the poor.
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- 5.historic:adj
-
(important in history)
- eg: a his=
toric
meeting between two leaders
- historical:
adj
-
1)which represents a fact/ facts of history
- eg: a
historical play
-
2)connected with history as a study
- eg: He ga=
ve all
his historical papers to the library.
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- 6.escape:v
-
1) 「+from」to find a way out; get out
- eg:
They escaped from the burning house.
-
2) 「+v-ing」(of a person) to avoid
-
eg:He narrowly escaped being drowned.
-
3)(of an event, a fact, etc.) to be unnoticed or forgotten by=
- eg:
Nothing escaped his attention.
- cf:=
flee
- eg:
The enemy soldiers were fleeing in all directions, but few of them c=
ould
escape.
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- 7.authorize:v (to give formal permission to or for)
- eg: I authorize=
d Mr
Jones to act for me while I was away.
- authority: n
-  =
;
1) 「U」power to influence
- eg:
Although she has no official position in the party, she has a lot of
authority.
-  =
;
2) 「C」a person, book, etc., whose knowledge or
information is dependable, good, and respected
- eg: He is=
an
authority on English.
-  =
;
Chinese parents have more authority over their children.
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- 8.civil:adj
-  =
;
1)of, belong to, or consisting of the general population; not
military or religious国民的,民用=
0;,非宗教的
-
eg: We were married in a civil ceremony, not in church.
-
2)(of law) dealing with rights of private citizens; concerned
with judging private quarrels between people rather than with crimin=
al
offences(法律)民事的,民法&=
#30340;
-
eg: Civil law is different from criminal law.
-
3)polite enough to be acceptable, esp. if not friendly文=
;明的,客气的(opposite
uncivil)
-
eg: Try to be civil to him, even if you don’t like him.=
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- 9.intent:1)adj「on」showing fixed attention (in
-  =
;
doing or wishing to do)
-
★be intent on doing
- eg: He’s =
intent
on going to France.
-  =
;
2)n「U」purpose
-
★with intent to
- eg: He entered =
the
building with intent to steal.
- intention: n (an example of) a determina=
tion
to act in a certain way
- eg: 我=
7809;有与他结婚的打算.
- intend: v 1) to plan 2)to mean to be=
预定,意思是
-
★ intend =
to do/
doing
- eg: I intend to
report/ reporting you to the police.
-  =
;
The flowers were intended for you, but my mother thought they
were for her.
- intention=
al:
adj (done) on purpose<=
/li>
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- 10.urgent:adj very important and needing to be dealt with
quickly or first
-
★be urgent with sb for sth
-  =
;
(force sb to do )
-
urge:1)v to beg or strongly persuade
-
★urge sb to do / into doing
-  =
;
2)n a strong wish or need
- eg:
She felt an urge to hit him.
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- 11.painful:adj causing pain
- eg:这个=
26377;病的妇女感到疼痛,=
981;断地呻吟.
-
pain:n 1) {=
00;U」great
discomfort of the body
-  =
;
or mind
- eg:She was in pain/ c=
rying
with pain after she
-
broke her arm.
-  =
;
2) 「C 」a feeling of suffering or discomfort
-  =
;
in a particular part of the body
-  =
;
v: to cause to feel pain in the mind
-  =
;
pains: n trouble, effort
- eg: No pains, no gain=
s.
-  =
;
painstaking: adj careful and thorough
- eg: painstaking care<=
/li>
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- 12.conviction:n
-  =
;
1) (a) very firm and sincere belief
-
★have convictions on
-  =
;
2) an occasion on which one has been
-  =
;
convicted
- eg: This was her
third conviction for stealing.
- convict:1)v to give a
decision as in a court of
-  =
; &n=
bsp;
law that (someone) is guilty of a fault
-  =
;
or crime
- ★be
convicted of sth
-  =
;
2)n a person who has been found guilty of a
-  =
;
crime and sent to prison, esp. for a long time
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- 13.clothe: to provide clothes for
- eg: They have t=
o work
hard to feed and clothe their family.
- USAGE: Compare clothes,
cloth, clothing and dress
- clothes is the usual =
word
for all the garments that one wears (such as shirts and dresses), and
these are made from various kinds of cloth or material (such as wool=
and
cotton)
- clothing is more form=
al
word for clothes.
- A dress is a kind of =
outer
garment worn by women and girls, but in certain expressions dress=
2300;U」can
mean a particular type of clothing .
- eg: How much cloth/
material will I need to make a pair of trousers?
-
What a pretty dress she’s wearing today!
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- Text analysis :
- 1. Main idea of the te=
xt and
its parts :
- Par=
t One
(Paras 1-5): Introduction :
-  =
;
The text begins with an anecdote ,something mainly about Josi=
ah
Henson who is mentioned in Paras 1-3 . And the theme of the text is =
to
honor the heroes who helped liberate slaves by forging the Undergrou=
nd
Railroad in the first great civil-rights struggle in the US. Which is
mentioned in Paras 4-5 . Last sentence in Para 5 --- “I was in=
tent
on telling their stores” decides the developing ways of this
article . The article must be followed by several stories . The sent=
ence
connects this part with the following parts . The last three parts a=
re
all stories supporting Part One ,which we now know is an introduction
because it defines the content of the text and how to say.
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-  =
;
of civil-rights heroes who helped slaves travel the
-  =
;
Underground Railroad to freedom .
- 2. Some questio=
ns
about the text .
-
--- Among so many participants of the Underground
-  =
;
Railroad ,why were John Parker ,Levi Coffin and
-  =
;
Henson chosen as their representatives ? Who
-  =
;
do each represent ?
-
--- We learn about Henson in Part 1 ,then why is his
-  =
;
story delayed until the last part ?
-
--- Why does the author sometimes quote directly from
-  =
;
characters in the stories ?(see text Analysis)
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