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College English Integrated Course 3
Unit Two:Civil Rights Heroes
Part I Part II
Part III Part IV
next
Unit 2: Civil Rights Heroes NCE-B3
Part I: Pre-Reading Tasks
A Song:
Abraham, Martin& John
Task One: The Questions
1. 2. 3. 4
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Unit 2: Civil Rights Heroes NCE-B3
Part II: Text A
Introduction to the Text
p1. For month in the spring… p12. He is less likely …
P2. But one of the most… P13. In retrospect, it …
p3. When leaving the hotel… p14. When our well-intentioned…
p4. He also liked to try to place… P15. I came to realize…
p5. Now both Ellen and I were… P16. The idea that learning…
p6. He or she would hold … P17. calligraphers 9 and 10…
p7. I soon realized that this is … P18. In terms of attitudes…
p8. With a few exceptions… P19. One way of summarizing…
p9. What possible gain is… P20. there is, on the other hand…
p10. Both of which … P21. There is enormous creativity…
p11. But the critical point… P22. but assuming that …
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Unit 2: Civil Rights Heroes NCE-B3
Language Points
words & expressions sentence explanations
cultural notes
Language Sense Enhancement
Poetry Quotations Humorous story Movie Web-links
Comprehension
Content questions Points for Discussion
Text Organization
Language Focus
1.Vocabulary
Dictation Gaps Filling Verbal Phrases Rewriting
Completing The Word “But” Usage
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Unit 2: Civil Rights Heroes NCE-B3
2. Structure
Participles Sentence Completion
Comprehensive Exercises
Cloze Translation
Chinese Version of Text A
Part III (Text B):
Comprehension Check
Translation Language Practice
Part IV:
Essay Writing Model paper
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Unit 2: Civil Rights Heroes NCE-B3
Part I: Pre-reading Task
Listen to the recording two or three times.
Script for the Recording
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Unit 2: Civil Rights Heroes NCE-B3
The song you are going to listen to is called Abraham,
Martin & John, sung by Dion.
Abraham, Martin & John
Dion
Has anybody here,
Seen my old friend Abraham,
Can you tell me, where he‟s gone,
He freed a lotta people,
But it seems the good die young,
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Unit 2: Civil Rights Heroes NCE-B3
I just looked around,
And he‟s gone.
Has anybody here,
Seen my old friend John,
Can you tell me, where he‟s gone,
He freed a lotta people,
But it seems the good die young,
I just looked around,
And he‟s gone.
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Unit 2: Civil Rights Heroes NCE-B3
Has anybody here,
Seen my old friend Martin,
Can you tell me, where he‟s gone
He freed a lotta people,
But it seems the good die young,
I just looked around,
And he‟s gone.
Didn‟t you love the things they
stood for,
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Unit 2: Civil Rights Heroes NCE-B3
Didn‟t they try to find some good for you and me,
And we‟ll be free,
Someday soon it‟s gonna be one day,
Has anybody here,
Seen my old friend Bobby,
Can you tell me, where he‟s gone,
I thought I saw him walkin‟ up over the hill,
With Abraham, Martin and John.
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Unit 2: Civil Rights Heroes NCE-B3
This unit we are going to study is all about civil-
rights heroes. The song you have just heard is about
four of them. Can you guess who they are? All are
American. All are dead, all, as the song says, “gone”.
How about Abraham? Dion says he freed a lot of
people. That‟s one clue. Another comes when she
quotes the proverb: “the good die young.” So it seems
Abraham died young. My guess is Dion has in mind
Abraham Lincoln, the American president who freed
the slaves and was assassinated. How about John,
another leader who helped people to free themselves?
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Unit 2: Civil Rights Heroes NCE-B3
He too died young. Can you guess who it might be?
President John F. Kennedy seems likely. He too
supported civil rights. He too died young, assassinated
like Lincoln.
Now who could Martin be? Another civil-rights
leader who died young, once again assassinated. A
great speaker comes to mind. Who do you think?
Martin Luther King, surely. And finally, Bobby. Bobby
who? Probably Dion is thinking of Bobby Kennedy,
John Kennedy‟s brother, another supporter of civil
rights. He was running for president when, like his
brother before him, he too was gunnd down.
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Unit 2: Civil Rights Heroes NCE-B3
Part I: Pre-reading Task
Think over the following questions:
1.Can you guess who Abraham, Martin,
John and Bobby are?
2.What did these people stand for?
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Unit 2: Civil Rights Heroes NCE-B3
Part I: Pre-reading Task
3.Do you know why they all died young and
who killed them?
4.Can you guess what the texts in this unit are
going to be about?
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1.Abraham Lincoln, Martin Luther King,
John F. Kennedy, and Bobby Kennedy.
2. All of them stand for civil rights
heroes.
3. They all died young because all of them
were assassinated. The killers were---or
were employed by--- racists or other
extremists in hatred of civil rights
movement.
4. It is going to be about civil rights
heroes.
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Unit 2: Civil Rights Heroes NCE-B3
Part II:Text A
In 2004 a center in honor of the “underground
railroad” opens in Cincinnati. The railroad
was unusual. It sold no tickets and had no trains.
Yet it carried thousands of passengers to the
destination of their dreams.
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Unit 2: Civil Rights Heroes NCE-B3
The Freedom Givers
Ferqus M. Bordewich
1 A gentle breeze swept the Canadian plains as I
stepped outside the small two-story house. Alongside
me was a slender woman in a black dress, my guide
back to a time when the surrounding settlement in
Dresden, Ontario, was home to a hero in American
history. As we walked toward a plain gray church,
Barbara Carter spoke proudly of her great-great-
grand-father, Josiah Henson.
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“He was confident that the Creator intended all
men to be created equal. And he never gave up
struggling for that freedom.”
2 Carter‟s devotion to her ancestor is about more
than personal pride: it is about family honor. For
Josiah Henson has lived on through the character in
American fiction that he helped inspire: Uncle Tom,
the long-suffering slave in Harriet Beecher Stowe‟s
Uncle Tom’s Cabin.
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Unit 2: Civil Rights Heroes NCE-B3
Ironically, that character has come to symbolize
everything Henson was not. A racial sellout unwilling
to stand up for himself? Carter gets angry at the
thought. “Josiah Henson was a man of principle,”
she said firmly.
3 I had traveled here to Henson‟s last home---now a
historic site that Carter formerly directed---to learn
more about a man who was, in many ways, an
African-American Moses.
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Unit 2: Civil Rights Heroes NCE-B3
After winning his own freedom from slavery, Henson
secretly helped hundreds of other slaves to escape
north to Canada---and liberty. Many settled here in
Dresden with him.
4 Yet this stop was only part of a much larger mission
for me. Josiah Henson is but one name on a long list of
courageous men and women who together forged the
Underground Railroad, a secret web of escape routes
and safe houses that they used to liberate slaves from
the American South.
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Unit 2: Civil Rights Heroes NCE-B3
Between 1820 and 1860, as many as 100, 000 slaves
traveled the Railroad to freedom.
5 In October 2000, President Clinton authorized $16
million for the National Underground Railroad
Freedom Center to honor this first great civil-rights
struggle in the U. S. The center is scheduled to open in
2004 in Cincinnati. And it‟s about time.
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Unit 2: Civil Rights Heroes NCE-B3
For the heroes of the Underground Railroad remain
too little remembered, their exploits still largely
unsung. I was intent on telling their stories.
6 John Parker tensed when he heard the soft knock.
Peering out his door into the night, he recognized the
face of a trusted neighbor. “There‟s a party of
escaped slaved hiding in the woods in Kentucky,
twenty miles from the river,” the man whispered
urgently. Parker didn‟t hesitate. “I‟ll go,” he said,
pushing a pair of pistols into his pockets.
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Unit 2: Civil Rights Heroes NCE-B3
7 Born a slave two decades before, in the 1820s,
Parker had been taken from his mother at age eight
and forced to walk in chains from Virginia to
Alabama, where he was sold on the slave market.
Determined to live free someday, he managed to get
trained in iron molding. Eventually he saved enough
money working at this trade on the side to buy his
freedom.
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Now, by day, Parker worked in an iron foundry in the
Ohio port of Ripley. By night he was a “conductor” on
the Underground Railroad, helping people slip by the
slave hunters. In Kentucky, where he was now headed,
there was a $1000 reward for his capture, dead or alive.
8 Crossing the Ohio River on that chilly night, Parker
found ten fugitives frozen with fear. “Get your bundles
and follow me,” he told them, leading the eight men
and two women toward the river. They had almost
reached shore when a watchman spotted them and
raced off to spread the news.
next back
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Unit 2: Civil Rights Heroes NCE-B3
9 Parker saw a small boat and, with a shout, pushed
the escaping slaves into it. There was room for all but
two. As the boat slid across the river, Parker watched
helplessly as the pursuers closed in around the men
he was forced to leave behind.
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Unit 2: Civil Rights Heroes NCE-B3
10 The others made it to the Ohio shore, where Parker
hurriedly arranged for a wagon to take them to the next
“station” on the Underground Railroad---the first leg of
their journey to safety in Canada. Over the course of his
life, John Parker guided more than 400 slaves to safety.
11 While black conductors were often motivated by
their own painful experiences, whites were commonly
driven by religious convictions. Levi Coffin, a Quaker
raised in North Carolina, explained, “The Bible, in
bidding us to feed the hungry and clothe the naked, said
nothing about color.”
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Unit 2: Civil Rights Heroes NCE-B3
12 In the 1820s Coffin moved west to Newport (Now
Fountain City), Indiana, where he opened a store.
Word spread that fleeing slaves could always find
refuge at the Coffin home. At times he sheltered as
many as 17 fugitives at once, and he kept a team and
Wagon ready to convey them on the next leg of their
journey. Eventually three principal routes converged at
the Coffin house, which came to be the Grand Central
Terminal of the Underground Railroad.
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13 For his efforts, Coffin received frequent death
threats and warnings that his store and home would be
burned. Nearly every conductor faced similar risks---or
worse. In the North, a magistrate might have imposed a
fine or a brief jail sentence for aiding those escaping. In
the Southern states, whites were sentenced to months or
even years in jail. One courageous Methodist minister,
Calvin Fairbank, was imprisoned for more than 17
years in Kentucky, where he kept a log of his beatings:
35,105 stripes with the whip.
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Unit 2: Civil Rights Heroes NCE-B3
14 As for the slaves, escape meant a journey of
hundreds of miles through unknown country,
where they were usually easy to recognize. With no
road signs and few maps, they had to put their
trust in directions passed by word of mouth and in
secret signs---nails driven into trees, for example---
that conductors used to mark the route north.
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Unit 2: Civil Rights Heroes NCE-B3
15 Many slaves traveled under cover of night, their
faces sometimes caked with white powder. Quakers
often dressed their “passengers”, both male and
female, in gray dresses, deep bonnets and full veils.
On one occasion, Levi Coffin was transporting so
many runaway slaves that he disguised them as a
funeral procession.
16 Canada was the primary destination for many
fugitives. Slavery had been abolished there in 1833,
and Canadian authorities encouraged the runaway
to settle their vast virgin land. Among them was
Josiah Henson.
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Unit 2: Civil Rights Heroes NCE-B3
17 As a boy in Maryland, Henson watched his entire
family was sold to different buyers, and he saw his
mother harshly beaten when she tried to keep him
with her. Making the best of his lot, Henson worked
diligently and rose far in his owner‟s regard.
18 Money problems eventually compelled his master
to send Henson, his wife and children to a brother in
Kentucky. After laboring there for several years,
Henson heard alarming news: the new master was
planning to sell him for plantation work far away in
the Deep South. The slave would be separated forever
from his family.
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Unit 2: Civil Rights Heroes NCE-B3
19 There was only one answer: flight. “I knew the
North Star,” Henson wrote years later. “Like the star
of Bethlehem, it announced where my salvation lay.”
20 At huge risk, Henson and his wife set off with
their four children. Two weeks later, starving and
exhausted, the family reached Cincinnati, where they
made contact with members of the Underground
Rail-road. “Carefully they provided for our welfare,
and then they set us thirty miles on our way by
wagon.”
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Unit 2: Civil Rights Heroes NCE-B3
21 The Hensons continued north, arriving at last in
Buffalo, N.Y. There a friendly captain pointed across
the Niagara River. “Do you see those trees?” he said,
“They grow on free soil.” He gave Henson a dollar
and arranged for a boat, which carried the slave and
his family across the river to Canada.
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Unit 2: Civil Rights Heroes NCE-B3
22 “I threw myself on the ground, rolled in the
sand and danced around, till, in the eyes of several
who were present, I passed for a madman. “He‟s
some crazy fellow,” said a Colonel Warren.”
23 “ „Oh, no! Don‟t you know? I‟m free!‟”
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(of people) slim; not very
slender adj. wide but comparatively
long or high
e.g. 1. Although her face was quite plain, she had
long, slender expressive hands, like a concert pianist.
2. King crabs have long, slender legs, with a span
over 1 meter.
Translate：
为了保持苗条的身材，她在几周前就决心开始节食；
但吃到可口的饭菜时她常忘掉一切。
To keep her slender figure, she decided to begin
her diet several weeks ago; but she often forgets
everything when taking delicious food.
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feeling or showing trust in
confident adj. oneself or one‟s ability(usu.
followed by of/that)
e.g. Michael was confident that he would be
enrolled by Harvard University.
Translate：
这支足球队很有信心赢得这次重要的比赛。
This soccer team is quite confident of being
able to win this important game.
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to have in mind; plan(usu.
intend vt.vi.
intend to do sth/intend sth or
doing sth/ intend that )
e.g. 1. We intend (that) this news report as teaching
material for freshmen.
2. Today, I intend to finish reading this book.
3. What do you intend by that remark?
Translate：
她本想赶上早班列车，但没能及时起床。
She intended to catch the early train, but she didn’t
get up in time.
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词义辨析：intend/mean/propose
都含“想做某事”的意思, 其区别在于：
1) intend 系正式用语, 指“心里已有做某事的目标或计划”, 含有
“行动坚决”之意, 如:
I intended to write to you.
我要给你写信。
2) mean 可与 intend互换, 但强调“做事的意图”, 较口语化, 如:
I mean to go to bed earlier tonight.
今晚 我想早些睡觉。
3) propose指“公开明确地提出自已的目的或计划”, 如:
I proposed to speak for an hour.
我想讲一小时。
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Unit 2: Civil Rights Heroes NCE-B3
stand up for sb./sth.
support, sb./sth.; speak, work,
etc. in favor of sb./sth.
e.g. 1.You have to be prepared to stand up for the things
you believe in.
2. Don’t be afraid to stand up for yourself.
Translate：
尽管她的那些朋友过去常很恶毒地对待我，苏
珊却一直替我说话。
Susan always stood up for me though her
friends used to be really nasty to me.
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historic adj.
famous or important in history
e.g. In his book, Churchill recalls that historic first
meeting with Roosevelt.
e.g.More money is needed for t he preservation of
historic buildings and monuments.
Translate：
杨立伟的太空旅行具有重要历史意义。
Yang Liwei’s voyage to outer space is of
historic significance.
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Unit 2: Civil Rights Heroes NCE-B3
区别：historical adj.
of or about things in the past
Historical指不管重要与否而在过去存在的所有事物：
e.g. a historical character (历史人物)
Historical也指与历史或对过去的研究有关的事物：
e.g. a historical novel (历史小说)
e.g. historical discoveries (历史发现)
但这两个词并不是截然不同的。它们经常可换用：
e.g. historic times或 historical times
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forge
n. a furnace or workshop where metals are heated and
hammered into shape
vt. 1. to form,create by means of much hard work
2. to make a copy of sth. (to deceive)
e.g. Everything new comes from the forge of hard and
bitter struggle. (此处forge引申为锻造，锻炼）
e.g. Through negotiations, the two countries finally
forged a treaty of economic cooperation.
e.g. This is a forged signature.
Note: forger n.伪造者 forgery n.伪造
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liberate vt.
to set free, as from oppression,
confinement, or foreign control
e.g. The new afghan government is trying to liberate its
people from poverty with international help.
e.g. The troops’ aim is to liberate the country by the end of
the year.
Note:
Liberation n.
e.g. the Chinese People's Liberation Army
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authorize vt.
to grant authority or power to; to
give approval or permission for (sth.)
e.g. The President requested that Congress authorize
the presence of US troops in the eastern region.
The central government authorized $200 billion to
construct new dams to generate cheap hydro-electric
power.
Translate：
她授权其同伴为她的利益谈判。
She authorized her partner to negotiate in
her behalf.
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exploit
n. brave or adventurous deed /action
vt. 1. to make use of selfishly
2.to employ to the greatest possible advantage
e.g. The general’s wartime exploits were later made into a
film and a television series.
e.g. exploit the poor
e.g. to exploit the oil under the sea
翻译：他们的英雄业绩将被载入史册。
Their heroic exploits will go down in history.
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be intent on doing sth.
be eager and determined to do sth.
e.g. Working day and night, Jane seems intent on
breaking the record in the Guinness Book of Records.
Translate：
他一心想要在一个小时内离开
He was intent on leaving within the hour.
他热切希望到澳大利亚去。
He's intent on going to Australia.
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peer vi.
look closely or carefully, esp. as if unable to
see well (followed by at/through/into, etc.)
e.g. Stephen had been peering at a computer printout that
made no sense at all.
e.g. peer at the traffic lights / peer into the distance
Translate：
她细看标签辨认价格。
She peered at the tag to read the price.
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区别 peer / gaze:
gaze refers to prolonged looking that is often
indicative of wonder, fascination, awe, or
admiration:
e.g. gazing at the stars;
e.g. gazed into her eyes.
peer is to look narrowly, searchingly, and
seemingly with difficulty:
e.g. peered through her spectacles at the contract.
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on the side
in addition to the main
occupation or activity
兼职
e.g. Some teacher have to find ways of making some
money on the side.
Translate：
为了挣足够的钱让孩子上学，他利用空余时间通
过擦窗户另获得一笔微薄的收入。
In order to earn enough money to send his children
to school, he makes a little money on the side by
cleaning widows in his spare time.
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capture vt.n.
seize or control by
force or craft
e.g. Rebel forces captured the city after a week-long battle.
e.g. At one time Peter took part in the capture of three thieves.
Translate：
罪犯在企图逃离这座城市时被捕获。
The criminal was captured when trying to escape from
the city.
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close in on/around
come near to, esp. in order to
attack from several directions;
surround
e.g. Hitler committed suicide as Soviet forces were closing
in on Berlin.
Translate：
自杀性爆炸发生后，以色列军队立刻包围了巴勒斯坦城。
Right after the suicide explosion, Israeli troops
began to close in on the Palestinian city.
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impose vt.
1. place a (penalty, tax, etc.) officially on sb./sth.)
2.try to make sb. accept (an idea )
e.g.The government has made a decision to impose a
further tax on wine and spirits.
e.g. I wouldn’t want to impose my religious convictions on
anyone.
Translate：
父母把自己的喜好强加给孩子并非明智之举。
It may not be wise for parents to impose their own
tastes on their children.
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as for
with regard to
e.g. As for your request for a free sample, we will send it
to you in about ten days.
Translate：
有人有所埋怨；至于我，却挺满意这里的工作条件。
Some people have complained, but as for me I’m
perfectly satisfied with the working conditions here.
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disguise vt.
to modify the manner or appearance
to prevent recognition; conceal
e.g. She disguised herself as a man so she could fight on
the battlefield.
e.g.The soldiers disguised themselves by wearing white
garments in the snow.
e.g. It is impossible to disguise the fact that finance is bad.
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Note: disguise n.
in disguise 伪装, 化装
in the disguise of 伪装成, 在...伪装下
under the disguise of 伪装成, 在...伪装下
Translate：
他可说是因病得福，他后来娶了他的护士。
His illness became a blessing in disguise, when he
married his nurse.
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abolish vt.
end the existence of (a law,
custom, system, etc.)
e.g. Slavery was not finally abolished in the British
Empire until 1833.
Translate：
这些迷信做法应尽早取消。
These superstitious practices should be abolished
as soon as possible.
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make the best of
accept an unsatisfactory situation
cheerfully and try to manage as well
as you can
e.g. I know its cold and raining but we’re here now, so
let’s just make the best of it.
Translate：
如果没有更好的, 就充分利用现有的。
If you cannot have the best, make the best of what
you have..
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compel vt.
force ; make (sb.) do sth.
e.g.In the past children were frequently compelled to work
from an early age.
Translate：
雨迫使我们待在家里。
The rain compelled us to stay indoors.
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risk vt.
To expose to a chance
of loss or damage;
e.g. risk failure/ one’s life/fortune/health,etc.
e.g. He risked his life/losing his life when he saved the
child from the fire.
Translate：
他的行为冒着极可能遭到报复的危险。
His action risked a sharp reprisal.
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risk n. danger; the possibility of suffering harm or
loss.
run/ take a risk (in/of doing sth) 冒险做某事
at risk (of sth) 处于险境中；有…的风险
at all risks (=at any risk)无论冒什么危险; 无论如何
take no risks 慎重行事
Translate：
他冒险过了这座旧桥。
He took a risk when he crossed the old bridge.
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starve vt. vi.
(cause to) suffer severely
or die from hunger
e.g. Children in the developed countries are living a happy
life, while many African children are starving.
e.g. They tried to starve the army into surrender.
Translate：
晚饭吃什么? 我饿死了!
What's for dinner? I'm starving!
Note: starve for sth. =long for sth.
e.g. She's lonely, and starving for companionship.
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Unit 2: Civil Rights Heroes NCE-B3
in the eyes of
in the opinion of
e.g. In the eyes of his students, Richard is a sensible and
reliable teacher.
Translate：
在我父母看来， 我年纪尚轻，尽管我都三十几岁了。
In the eyes of my parents, I am still a young person
although I am already in my thirties.
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pass for
appear like; be accepted
or looked upon as
(same as pass as)
e.g.He speaks American English well enough to pass for
an American.
Translate：
我妹妹真的很想去看这部影片，但我想她不会被看成已
满18周岁的人。
My younger sister really wants to go and see the
film, but I don’t think she’d pass for 18.
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Unit 2: Civil Rights Heroes NCE-B2
The Underground Railroad: a secret system used in
the US before the Civil War for helping thousands
of slaves to escape to the free states or Canada. The
slaves were called “passengers”, the people who
helped them were “conductors”, and the slaves hid
in “stations” (safe houses) along the way.
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Unit 2: Civil Rights Heroes NCE-B2
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Unit 2: Civil Rights Heroes NCE-B2
Uncle Tom’s Cabin: a novel (1852)
by the US writer Harriet Beecher
Stowe. According to legend, when
Abraham Lincoln met Harriet
Beecher Stowe in 1862 he said,
"So you're the little woman who
wrote the book that started this
Great War!"
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Unit 2: Civil Rights Heroes NCE-B2
Basing upon the life in narrative of Josiah Henson,
a runaway slave, Uncle Tom's Cabin contributed to
the outbreak of war because it brought the evils of
slavery to the attention of Americans more vividly
than any other book had done before. The book
had a strong emotional appeal that moved and
inspired people in a way that political speeches,
tracts and newspapers accounts could not
duplicate.
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Unit 2: Civil Rights Heroes NCE-B2
In this novel, Tom is a kind slave who is badly
treated and finally killed by Simon Legree.
The name Uncle Tom
is sometimes used as
an insult to describe
an African-American who has too much respect
for white people.
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Unit 2: Civil Rights Heroes NCE-B2
Moses: ( in the Bible)
the leader who brought
the Israelites out of
slavery in Egypt and led
them to the Promised
Land
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Unit 2: Civil Rights Heroes NCE-B2
Slavery: Slavery played a particularly important
role in the history of the US.
The first slaves were taken to North America
from Africa by the Dutch in 1619. By the time of
the American Revolution (1775) there were
500,000 slaves, mostly in the South. After the
Revolution the northern states made slavery
illegal but the South needed cheap labor for the
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Unit 2: Civil Rights Heroes NCE-B2
Cotton plantations. Gradually the South‟s economy
became dependent on slaves and by 1860, the year
before the Civil War, there were about 4 million
slaves.
Conflict between the North and the South
increased, and it became clear that supporters and
opponents of slavery could not continue to be part
of the same country. In 1861 the slave states left the
US and formed their own government. This was the
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Unit 2: Civil Rights Heroes NCE-B2
Beginning of the Civil War.
After the North won the Civil War and brought
the southern states back into the US, slavery was
ended. But little changed for former slaves. Some
move to the North but there were not enough jobs
there and many suffered prejudice from Whites.
Those that stayed in the South often worked on the
plantations where they had been slaves. They were
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Unit 2: Civil Rights Heroes NCE-B2
paid for their work, but had to buy food and
clothes. Many had to stay there trying to pay off
debts which became larger each year.
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Unit 2: Civil Rights Heroes NCE-B2
Quaker : any member of the Society of Friends,
a religious group established in England in the
1650s by George Fox. They were originally
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
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Unit 2: Civil Rights Heroes NCE-B2
strongly opposed to
violence and war, and
are active in education
and charity work.
Popular abolitionist emblem,
designed in 1787
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Unit 2: Civil Rights Heroes NCE-B2
Grand Central Terminal: the best-known railway
station in the US. It is on East 42nd Street in New
York and was completed in 1913 in the American
Beaux Art style. The main area is very large, and
the trains enter and leave the station on 123 tracks,
arranged on two levels. The station is often
crowded: You can’t move in there---it’s like Grand
Central Station!
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Unit 2: Civil Rights Heroes NCE-B2
Methodist: a member of the Methodist Church,
the largest of the Protestant Free Churches in
Britain 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 million members around the
world. It emphasized the importance of moral
issues, both personal and social.
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Unit 2: Civil Rights Heroes NCE-B2
The enjoyment of reading poetry often leads
to the enjoyment of the beauty of the language
itself. For greater enjoyment, you will do well
to begin by reading poetry aloud and try to
get the feel of the language as a pattern of
sound. Here is a poem for you to enjoy.
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laugh smile loudly
Lanqston Hughes
I am the darker brother.
Translate send me to eat in the kitchen
They
When company comes,
But I laugh,
And eat well,
And grow strong.
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break over
laugh smile loudly
Tomorrow,
I‟ll be at the table
Translate When company comes.
Nobody‟ll dare
Say to me,
“Eat in the kitchen,”
Then.
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laugh smile loudly
Besides,
Translate
They‟ll see how beautiful I am
And be ashamed---
I, too, am America.
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We hold these truths to be self-evident:
that all men are created equal; that they are
endowed by their Creator with certain
unalienable rights; that among these are life,
liberty, and the pursuit of happiness.
---Thomas Jefferson
You can protect your liberties in this world
only by protecting the other man‟s freedom.
You can be free only if I am free.
---Clarence Darrow
Those who deny freedom to others, deserve
it not for themselves.
---Abraham Lincoln
Freedom is never voluntarily given by the
oppressor; it must be demanded by the
oppressed.
---Martin Luther King, Jr.
Read the humorous
story for fun. You might
need to look up new
words in a dictionary.
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Unit 2: Civil Rights Heroes NCE-B3
When the first grade class came in from recess, the
teacher asked, “Alice Smith, what did you do during
recess?”
Alice said,”I played in the sand box.”
The teacher said, “That‟s good. Go to the
blackboard, and if you can write “sand” correctly, I
will give you a fresh-baked cookie.” Alice did, and
got a cookie.
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Unit 2: Civil Rights Heroes NCE-B3
The teacher asked Billy what he did during recess.
Billy Johnson said, “I played with Alice in the sand
box.”
The teacher said, “Good. If you write “box”
correctly on the blackboard, I‟ll give you a fresh-
baked cookie.”
Billy did, and got a cookie, too.
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Unit 2: Civil Rights Heroes NCE-B3
The teacher then asked Little Tyrone Kabali what
he did during recess. Tyrone said, “I tried to play
with Alice and Billy, but they threw rocks at me.”
The teacher said, “They threw rocks at you? That
sounds like blatant racial discrimination ! If you can
go to the blackboard and write “blatant racial
discrimination”, I‟ll give you a fresh-baked cookie.”
明目张胆
的种族歧
视
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The Movie NCE-B3
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Unit 2: Civil Rights Heroes NCE-B3
I Content Questions
Pair work: One of you asks the first six
questions and the other answers. Starting
from question 7, change roles. When you
have finished, the teacher may want to put
some of the questions to you to check your
progress.
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Unit 2: Civil Rights Heroes NCE-B3
1. Why did Barbara Carter speak proudly of
her great-great-grandfather
2. Why did the author travel to Henson‟s last
home
3. What was the Underground Railroad?
Who forged it
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Unit 2: Civil Rights Heroes NCE-B3
4. Why did the author want to tell the
readers the stories of the heroes of the
Underground Railroad
5. How did John Parker win his freedom
6. Why did some people try to capture
John Parker
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Unit 2: Civil Rights Heroes NCE-B3
7. Why did Levi Coffin, a white man, help
black slaves to freedom
8. what risks did Coffin run while helping
slaves
9. What difficulties did the slaves have in
traveling the Underground Railroad to
freedom
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Unit 2: Civil Rights Heroes NCE-B3
10. Why did many slaves go to Canada
11. Why did Henson decide to escape
12. What help did the Hensons receive on the
way to safety and freedom
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Unit 2: Civil Rights Heroes NCE-B3
II Points for Discussion
Group work: break into small groups
and discuss the following questions.
Later the teacher may want to ask
some of you to report the answers of
your group to the class.
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Unit 2: Civil Rights Heroes NCE-B3
1. Both Josiah Henson and Uncle Tom are slaves.
But in the eyes of Barbara Carter, they are
different. In what way is Josiah Henson different
from Uncle Tom?
2. We know slavery was abolished more than
one hundred years ago. Why does the author
remind Americans of that part of history now?
What is the purpose of the author in writing this
essay?
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Unit 2: Civil Rights Heroes NCE-B3
3. Black Americans have made great progress
in getting full equality. Do you think there is
still much left to be done? Give examples to
support your point of view.
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Unit 2: Civil Rights Heroes NCE-B3
Text Organization
1. The text can be divided into two parts. The
paragraph numbers of each part have been
given to you. Now write down their main
idea.
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Parts Para. Main Ideas
Part The author traveled to Josiah Henson and
One 1--5 many other civil rights heroes’ home to
write about their deeds.
Part The author tells three representative stories
6--23
Two about the Underground Railroad, namely,
the stories about John Parker, Levi Coffin,
and Josiah Henson, respectively.
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Text Organization
2. In the second part of the text the author
tells the stories of three civil-rights heroes.
Give the main idea of each story.
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Story 1:
John Parker is a freed slave who later turned into
a courageous “conductor”.
Story 2:
Levi Coffin is a brave white “conductor”.
Story 3:
Josiah Henson is a slave who struggle his way to
freedom with the help of the Underground Railroad.
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You need to study carefully all the
key words and phrases in the box.
We have a number of exercises to
help you learn how to use them.
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I. 1. Fill in the gaps with
words or phrases chosen from
the box. Change the form where
necessary.
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1. China‟s economic success over the past two decades
____
has raised the living standards of hundreds of
millions of Chinese citizens.
2. Citibank picked the chief executive of Etang. Com
as its first Chinese customer Thursday to open an
historic
account at its new branch in the ___ ___ _Peace Hotel
along Shanghai‟s fabled waterfront.
3. The United States last Wednesday imposed tariffs
____
of up to 30 percent on a range of foreign steel imports
to help protect its domestic industry.
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4. With tears streaming down her face, and gasping for
breath, Halle Berry dedicated her award to all the
African-American women who had faced_______
racial
prejudice and struggled before her to make their way in
Hollywood.
5. The popular distinction between frogs and toads
slender
applies only in Britain, where frogs have_______bodies,
long limbs, and a smooth skin, and toads have stouter
bodies, short limbs, and dry skin.
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6. The prisoner fled again, but he knew that the police
were rapidly closing in on
__________ him.
7. Plymouth was the second permanent British
settlement
_________ in North America and the first in New
England.
8. Dr. Rich Hamilton is planning his own World Wide
site
Web _______ on the internet to provide assistance to
anyone who asks for medical help.
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9. Schools have to change their management and
_______and vision so as to improve the
reorient their mission
quality of education.
10. The president has____________ his foreign
authorized
minister, Mr. Burns, to act as representative to the
international conference to be held in Tokyo next
month.
11. Advances in telecommunications have meant that
it is just as easy to work from a computer ________
terminal
at home as it is from a town center office.
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12.Until you have worked out your long-term plans,
______________
you have no option but to make the best of existing
buildings which may or may not suit your immediate
requirements.
13. The earliest literature written in French dates from
the 11th century, taking the form of a narrative poem
exploits
celebrating the __________of famous heroes.
14. The biographies of great___________leaders, such
religious
as Buddha, Jesus, or Muhammad, commonly included
stories of miraculous happenings.
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15. It is difficult to estimate the number of people
doing part-time job____________.
on the side
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I. 2.Use the verb in brackets to form an
appropriate phrasal verb and replace with it
the italicized part in each of the following
sentences:
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1. Children‟s toy guns now look so real that they
can often be taken for the real thing. (pass)
pass for
2. The rest of them used to be really nasty to me,
but Susie always defended and supported me.
stood up for
(stand)
3. The local government has established strict
laid down
rules and regulations to be followed by all soccer
fans in the upcoming 2002 FIFA World Cup in
South Korea. (lay)
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4. Tim was quite unhappy to all the
take onhousehold
undertake
chores when his wife went out to work. (take)
5. Sterling promised to be in the school library by
eight o‟clock but it looks like he‟s us
again. (let) let (us) down
disappointed
6. My professor suggested that I
make use I
the data accumulated over the years whenof
draw on
work on my project. (draw)
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7. I‟m afraid something unexpected has come up ; I
happened
won‟t be able to see you off tonight.Very sorry
indeed. (come)
8. The Oscar winner said this top acting award
would give hope for the future to actors who may
have abandoned
given up hope. (give)
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I. 3. Rewrite each sentence
with the word or phrase in brackets,
keeping the same meaning. The first
part has been written for you.
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1)The Europeans have full confidence that
the Americans will not be able to justify their
measures to protect the struggling American
steel industry. (confident)
______________
The Europeans are fully confident that the
Americans will not be able to justify their
__________________________________
measures to protect the struggling
__________________________________
American steel industry.
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2) Joe Klein, staff writer of the New Yorker and
author of The Natural, thinks that Clinton is
the most talented politician of his generation
and the most compelling. (in the eyes of )
Clinton is,________________________
in the eyes of Joe Klein, staff
writer of of the New Yorker and author of
__________________________________
The Natural, the most talented politician of
his generation and the most compelling.
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3) There‟s not much you can do if people
are really determined to destroy
themselves with drugs. (be intent on)
There‟s not much you can do if people______
__________________________________
are really intent on destroying themselves
with drugs.
__________
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4) A completely different approach to life
could result from a different experience of
the world. (forge)
A different experience of the world
could forge a completely different
______________________________
_______________
approach to life.
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5)We firmly believe that the cloning of
human beings is bound to cause many
ethical and social problems in the long
run. (conviction)
It__________________________________
is our conviction that cloning of human
beings is bound to cause many ethical
__________________________________
and social problems in the long run.
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I. 4. Complete the following, using
the words or phrases in brackets. Make
additions or changes where necessary.
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1. ______ the protection of these endangered species,
As for
many countries ______________ fishermen to
do not compel
report accidental ____________ small cetaceans in
capture of
their nets, so significant catches may go unnoticed
for years. To deal with this problem, animal
_________
protectionists have forged an international alliance.
On the other hand they have urged the UN to lay
down more specific law to save these animals. (forge,
as for, capture, compel)
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2. It was reported that food supplies would soon
run out and most of the victims of the
_____________,
earthquake____________to death. At huge risk
would starve
a group of volunteers from the Red Cross took on
mission
_____________to ____________food, clothes and
transport
medicine to the most seriously hit areas. (mission,
starve, at huge risk, transport)
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3. A rally was going to be held in honor of the 16th
US President Abraham Lincoln_____________
who abolished
slavery in 1863 and __________the slaves in the
liberated
In the eyes of
South. ______________ many African-Americans,
Lincoln was America‟s greatest president thanks
to his outstanding __________. (liberate, exploit,
exploits
abolish, in the eyes of)
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II. Words with Multiple Meanings
Use the word but and the given words below
to write sentences of your own. Pay attention
to the different meanings of but:
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1) I, tell you, my research project, in a minute,
first, let, hear about, your French trip
I‟ll tell you my research project in a
minute, but first let‟s hear about your
French trip.
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2) Most McDonald‟s, look, almost, same, on
the outside, actually, about 16 different basic
designs
Most McDonald‟s look almost the same on
the outside, but actually there are about 16
different basic designs.
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3) Loan money, from, banks, one of the
methods, we can use, get through, financial
crisis
Loaning money from the banks is but one
of the methods we can use to get through a
financial crisis.
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4) this, second-hand car, nothing, trouble,
always, break down
This second-hand car has been nothing but
trouble. It‟s always breaking down.
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5) In your resume, you, mention, everything,
one vital point
In your resume you‟ve mentioned everything
but one vital point.
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6) Our technicians, discover, simple, effective,
solution, problem
Our technicians have discovered a simple
but effective solution to the problem.
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7) I am sorry, I, think, you, should‟t, delay,
homework
I am sorry, but I think you should‟t delay
homework.
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8) bankruptcy of the company, cause, by evil,
by simple ignorance
The bankruptcy of the company was not
caused by evil but by simple ignorance.
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III. Usage
Adjectives ending in –ly
Some –ly words are adjectives, not adverbs, indicating
a quality that those people typically have or should
have, for example, kindly, friendly, etc. But other –ly
words indicating regular intervals, such as monthly
and weekly, are both adjectives and adverbs. Now fill
in each gap with an appropriate –ly adjectives.
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1. Beethoven was __________and
lonely often
unhappy, but in spite of this, he wrote joyful
music, such as his last symphony, The Ninth.
2. Japanese engineers throughout the company
appreciated their American counterpart
George‟s expertise and his _________ help.
friendly
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3. The term wage is commonly reserved for
_________
weekly payment, and salary for
_________ payment and both types are
monthly
covered by the term pay.
4. With the unanimous agreement of our
family, we finally spent $500,000 purchasing
a ____________ big house with a big garden
lovely
out the back.
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5. Those who refused to fight in the war were
cowardly
considered_________and were badly treated.
6. The boy was rescued by a
____________fisherman, who nursed him
kindly/saintly
back to health.
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7. What we need for this job is someone with
lively
a_________and enquiring mind who will
have lots of new ideas.
8. My mother lived to make life better not
only for her family, but for everyone she
knew, particularly those less fortunate than
she. She took care of many homeless children
in a ___________manner.
motherly
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1. Rewrite the following sentences after the models and
pay attention to the usage of participle:
Model 1: As he was determined to live free someday, he
managed to get trained in iron molding.
Determined to live free someday, he managed to
get trained in iron molding.
Model 2: …a Quaker who was raised in North Carolina..
…a Quaker raised in North Carolina..
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1. A letter that is posted today will probably
reach him the day after tomorrow.
A letter posted today will probably reach him
_______________________________________
the day after ______
______ ______tomorrow .
2. As we were thus encouraged, we made a
still bolder plan for the next year.
Thus encouraged, we made a still bolder plan
_______________________________________
for the next year.
_______________________________________
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3. Our government has banned imports of
cosmetics which contain animal products from
18 countries, mostly in Europe, for fear that
they could cause mad cow disease.
Our government has banned imports of
________________________________________
cosmetics containing animal products from 18
________________________________________
countries, mostly in Europe, for fear that they
________________________________________
could cause mad cow disease.
__________________________________
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4. After she graduated from St. Mary‟s College,
Joyce applied to the University of California at
Los Angles.
Having graduated from St. Mary‟s College,
________________________________________
Joyce applied to the University of California
________________________________________at
Los Angles.
________________________________________
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2. Come to do sth. can be used to mean “do sth. at the end
of a fairly long process”, as in the following model
taken from the text:
Model :Eventually three principal routes converged at
the Coffin house, which came to be the Grand
Central Terminal of the Underground Railroad.
Complete the following sentences by translating the
Chinese into English, using “come to do sth.”:
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1. Often it is in overcoming hardships that
_____________________________________
we come to appreciate the value of life.
(我们方懂得珍惜生命的价值）.
people will come
2. Some scientists believe that _______________
to like genetically modified crops someday
______________________________________
(人们总有一天会喜欢转基因农作物的)since
they can increase yields and farmers‟ incomes,
reduce prices and help combat hunger and
disease in the developing world.
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3.With repeated hackers‟ attacks on our system,
we have come to realize the necessity of
_______________________________________
hiring a computer-security expert.
________________________________ (我们逐渐
意识到聘请一位计算机保安专家的必要性)。
4. Having conducted some surveys in Chinese
came to
kindergartens, Howard Gardner ___________
understand that the Chinese preferred
_______________________________________
“teaching by holding the hand”.
__________________ ___________ _
(逐渐意识到中国人喜欢“把着手教”)。
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I. Cloze (A)
Complete the following passage
with words chosen from the words
and Phrases to Drill box. Change
the form where necessary.
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Underground forged
The______________(1)Railroad was__________(2) by
the efforts of those who were prepared to fight against
stand
slavery and _______ up ____(3) for the long-suffering
Southern black Americans. Some of those who helped
transport
to ___________(4) slaves to the north and freedom
were former slaves themselves. Others felt
compelled
___________(5) to take part because of their deeply
held convictions (6). For many of those involved,
________
liberating
___________(7) the slaves from those who exploited
mission
them became a ___________(8). While their
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abolish
Eventual goal was to _________(9) slavery
completely, in the meantime they were intent on
_____ ___
(10) helping to free as many slaves as possible,
often at considerable _________(11)
risk
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I. Cloze (B)
Fill in the gaps with any
words you think fit:
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Despite the name, the Underground Railroad was
who
not a railroad, but was a network of people ______ (1)
assisted fugitive slaves. Many fugitives who escaped
to ______ (2)the
North and Canada received
along
assistance_______ (3) the way from individuals who
in
were involved _______(4) this network. By the early
19th century, the organization became so successful
that
_____(5) it is estimated that between 1810 and 1850,
through
100, 000 slaves escaped from the South __________(6)
the Underground Railroad.
not
It was ______(7) a coincidence that it was called the
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Underground Railroad. Steam railroads had just
emerged and the terms used to describe the
people who helped and the fugitives were related
to the railroad line. Fugitive slaves were called
“parcels” and “passengers”, the helpers were the
“conductors”, the people who provided their
as
homes______(8) refuge were called
“stationmasters,” and the homes were referred
_____
(9) to as “depots” or “stations”.
The route used was an important part of a
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successful escape(10). There were numerous secret
_____
routes that a conductor could use. The one used
depended on where (11) the search parties and slave
_____
catchers were stationed. Some trips required the use of
If
many different routes. ____ (12) it appeared that they
in
might be ___(13) danger, a guide would change paths.
even
Some guides and fugitives _____ (14) hid out in bushes
and swamps for many days until (15) it was safe to
_____
continue on.Quickness was not the main concern,
instead as
_____ (16) safety was most important and___ (17) a
result they often zigzagged in order to avoid capture.
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II. Translation
Translate the following passage
into English, using the words and
phrases given below.
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Settlement painful capture underground racial
conviction disguise abolish liberate close in on
痛苦的奴隶生活坚定了亨森为自由而战的决心。 他
获得自由后不久就成了一个帮助逃亡奴隶的组织中的
一员。
Henson‟s painful life as a slave strengthened
______________________________________________
his determination to struggle for freedom.
______________________________________________
Shortly after he achieved freedom
________________________________________ he
became a member of an organization that
____________________________________________
assisted fugitive slaves.
____________________________________________
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settlement painful capture underground racial
conviction disguise abolish liberate close in on
他几次偷偷地回到美国帮助其他奴隶通过地下铁路获
得自由。有一次在逃跑时，亨森和几个逃跑的奴隶被
捕捉奴隶得人包围。
He secretly returned to the United States
______________________________________________
several times to help others to travel the
______________________________________________
Underground Railroad to freedom. Once
______________________________________________
some slave catchers closed in on the escaping
______________________________________________
_____________________________________________
slaves and Henson when they were on the run.
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settlement painful capture underground racial
conviction disguise abolish liberate close in on
他将逃跑的奴隶乔装打扮一番，成功地躲避了追捕。
另外，他在得累斯顿为逃跑的奴隶建造了一个居住小
区，并建了教堂和学校，逃跑的奴隶们在这里能够学
到有用的谋生之道。
He disguised them and successfully avoided
_______________________________________________
capture. In addition, he built a small settlement
_______________________________________________
in Dresden for escaped slaves, setting up a chapel
_______________________________________________
and a school where they could learn useful ways
_______________________________________________
of making a living.
______________________
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settlement painful capture underground racial
conviction disguise abolish liberate close in on
他坚信奴隶制终将被废除，所有奴隶将获得解放，种
族歧视消失的那天一定会到来。
He held to the conviction that slavery would
______________________________________________
be abolished, all the slaves would be
______________________________________________
liberated, and the day was bound to come
______________________________________________
when racial discrimination no longer existed.
______________________________________________
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Text B
Choose the best answer for each of
the following:
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1. The writer implies that in America____________.
a. whites score better than blacks on intelligence tests
b. blacks outnumber whites in the middle class
c. Schools have raised the ceilings of their classrooms
d. The advances made by blacks are entirely due to
one man
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2. According to the author, women have gained
greater equality due to _______________.
a. Better education
b. The changing nature of work
c. The women‟s liberation movement
d. anti-discrimination laws
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3. Old hatreds against blacks are kept alive by_______.
a. military action overseas
b. news reports
c. fear of job losses
d. affirmative action
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4. It can be inferred that Newt Gingrich________.
a. knows nothing about history
b. thinks the English treated the Irish fairly
c. agrees with Roger Wilkins
d. is against affirmative action
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5. Which of the following can we infer believes
in the advice “divide and rule”?
a. The author.
b. Bob Dole.
c. Dr. King.
d. Roger Wilkins
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6. The author‟s position with regard to
affirmative action is ____________.
a. entirely negative
b. entirely positive
c. mostly negative
d. mostly positive
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Translate into Chinese the
underlined sentences in the
essay:
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1.Our society benefits as fewer of its people have
their genius suppressed or their talents wasted.
如今天才遭受压抑、才华被浪费的人数减少
—————————————————————
了，我们的社会因此而收益。
—————————————————————
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2.Today, Dr. King‟s legacy---the commitment
to take affirmative actions to open doors and
opportunity---is under political assault.
今天，金博士的遗产----采取积极行动打开
______________________________________
大门，提供机会的承诺----正受到政治上的
______________________________________
攻击。
______________________________________
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3.Modern-day conservatives haven‟t a clue
about what to do with an economy that is
generating greater inequality and reducing the
security and living standards of more and
more Americans.
今天的经济正在造成更大的不平等，并使
_______________________________________
越来越多的美国人安全感减少、生活水准
_______________________________________
降低；对于如何应对目前的这种经济形势，
_______________________________________
当今的保守分子一无所知。
_______________________________________
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4. Men and women , he aught, “have the
capacity to do right as well as wrong, and
history is a path upward, not downward. It‟s
only when it is truly dark that you can see the
stairs.”
他教导说，人，无论是男是女，“既有能力
_______________________________________
做好事，也有能力做坏事，而我们的历史的
_______________________________________
道路是向上走的，不是向下走的。只有在天
_______________________________________
空漆黑的时候，你才能望见星星。”
__________________________________
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Fill in the gaps with words or
phrases listed in the Words and
Phrases to learn box. Change
the form where necessary.
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remarkable
1. Despite his achievements as a__________ money
manager and generous philanthropist, Soros‟s lifelong
dream was to become a noted philosopher..
2. A nurse needs a lot of patience and goodwill. A bit of
commitment
charm also helps, and a lot of ______________ and
training is needed.
3. The Maya civilization reached its period of greatest
flourish
development about 250 A.D. and continued to_______
for hundreds of years.
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4. You could argue that her sense of insecurity
resulted from
____________ growing up in an unstable family
environment.
5. Against the predictions of the opinion polls, he
comfortably won the general election of April 1992, but
grave
his government soon faced ___________economic
problems.
In the midst of
6. _______________ the birthday celebration comes
unexpectedly over the radio the announcement of the
President of the country declaring a state of emergency
for suspected enemy missiles approaching.
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7. It was a series of legislative acts that finally gave
enforce
federal agencies effective power to ________ black
rights and thus opened the way to an end to
discrimination.
8. His most famous work was painted to commemorate
his daughter‟s miraculous _________ from paralysis.
recovery
9. Most central banks, such as the Federal Reserve
System in the USA, control the note issue and
guarantee
__________the banking system against collapse.
10. The new president decided that police corruption
______
was the first thing to remedy when he came to power.
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11. Many people are not satisfied with the new
discriminate
employment laws which ____________ against black
people and other minorities.
with each passing day
12. Work becomes harder____________________. It
seems that I have to seek help from my professor.
unlike
13. John is_________his brother in that he is much
more enthusiastic about his schoolwork.
14. Black people in the area are claiming that they
subjected to
have been _____________repeated racial attacks from
police officers
at best
15.This policy, they say, is _______ confused and at
worst non-existent.
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plays up
16. The official report _________ the likely benefits
of the scheme, but avoids considering the costs.
come a long way
17. Stephen has ________________ since the days he
could only afford one meal a day. He is now the
owner of ten discount chain stores.
do well
18. The new president would_________ to remember
that he wouldn‟t have made it without the support of
the Black voters.
19. I really admire those businesswomen who
against all the odds
manage to achieve success ___________________.
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20. The state of the country‟s economy is very
In this context
worrying. _____________, it seems unwise to raise
tax on capital investment.
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Using Library resources
You will by now be used to using brainstorming to
generate information on topics you write about.
However, in writing about complex and serious issues,
you cannot expect to generated all the ideas by
brainstorming, which focus on what you already know.
Suppose you want to write about the impact of the
civil-rights movement in America. You may already
have some ideas on this issue. By brainstorming, you
can develop a general framework. However, that is not
sufficient for you to write a paper on such a serious
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and complex topic. You will find it necessary to do
some library research on the issue.
A college library usually has the following basic
sources which help you locate the information you
need:
General References
General references include dictionaries,
encyclopedias, and atlases. They can give you a
basic understanding of a topic.
Index, Catalogs
They give information on what has been written
and published about a subject.
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Abstracts
Abstracts not only list subject headings, but
also summarize key information in a highly
condensed form.
Bibliographies
A bibliography---a list of publications on a
subject---gives you an overview of what has been
published on a given subject.
Follow the research guides provided by each
library and you should be able to find the
necessary information for your essay.
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Black Africans were first brought as slaves to what
was to become the United States in the seventeenth
century. Slavery was strongest in the South, where
large plantations grew cotton, tobacco, and other
crops. Towards the end of the 18th century, a growing
demand for cotton led to an increase in the
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Region. Slavery was less profitable in the North,
however, and much of the opposition to slavery
came from the northern states. The tension between
the North and the South over the issue of slavery led
to the Civil War in 1861.
With the victory of the North, slavery was
abolished. Discrimination, however, did not end.
Black Americans were treated as second
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Class citizens, especially in the South. Dissatisfaction
with unfair treatment eventually led to the civil rights
protests of the 1950s and 1960s that brought about
government action aimed at reducing discrimination.
As a result, African Americans have come a long
way in the last fifty years, but they still find themselves
at a disadvantage in comparison with Americans of
European descent. Only 17 per cent of the
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black population are able to finish higher education, in
contrast to 28 per cent of whites. Incomes for the
average white family were just over $44,000 in 1999.
For an average black family, however, the figure was in
the region of $25,000. Not one of the chief executive
officers of the top 500 companies is black.
Anyway, the civil-rights movement in the U.S. still has a
long way to go.
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Chinese Version of Text A NCE-B3
民权英雄
2004年， 一个纪念“地下铁路”的中心将
在辛辛那提州成立。 这条铁路不同寻常， 它不
出售车票， 也无火车行驶。然而， 它将成千上
万的乘客送往他们梦想中的目的地。
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Chinese Version of Text A NCE-B3
给人以自由者
弗格斯· M·博得威奇
我步出这幢两层小屋，加拿大平原上轻风微拂。我身
边是一位苗条的黑衣女子，把我带回到过去的向导。那时
安大略省得雷斯顿这一带住着美国历史上的一位英雄。我
们前往一座普普通通的灰色教堂， 芭芭拉·卡特自豪地谈
论着其高祖乔赛亚·亨森。
back next previous index break over
Chinese Version of Text A NCE-B3
“他坚信上帝要所有人生来平等。 他从来没有停
止过争取这一权利的奋斗。”
卡特对其先辈的忠诚不仅仅关乎一己之骄傲，
而关乎家族荣誉。因为乔赛亚·亨森至今仍为人所
知是由于他所激发的创作灵感使得一个美国小说
人物问世：汤姆叔叔， 哈丽特·比彻·斯托的小说
《汤姆叔叔的小屋》中那个逆来顺受的黑奴。
back next previous index break over
Chinese Version of Text A NCE-B3
具有讽刺意味的是， 这一人物所象征的一切在亨森身
上一点都找不到。一个不愿奋起力争、背叛种族的黑
人？卡特对此颇为愤慨。“乔赛亚·亨森是个有原则的
人，”她肯定地说。
我远道前来亨森最后的居所---如今已成为卡特曾
管理过的一处历史遗迹---是为了更多地了解此人，他
在许多方面堪称黑人摩西。
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Chinese Version of Text A NCE-B3
亨森自己摆脱了黑奴身份获得自由之后，便暗中帮助其
他许多黑奴逃往北方去加拿大---逃奔自由之地。许多
人和他一起在得雷斯顿这一带定居下来。
但此地只是我所承担的繁重使命的一处停留地。乔
赛亚·亨森只是一长串无所畏惧的男女名单中的一个名
字，这些人共同创建了这条“底下铁路”，一个由逃亡
线路和可靠的人家组成的用以解放美国南方黑奴的秘密
网络。
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Chinese Version of Text A NCE-B3
在1820年至1860年期间，多达十万名黑奴经由此路
走向自由。
2000年10月，克林顿总统批准拨款1600万美元
建造全国“地下铁路”自由中心，以次纪念美国历
史上第一次伟大的民权斗争。中心计划于2004年在
辛辛那提州建成。真是该建立这样一个中心的时候
了。
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Chinese Version of Text A NCE-B3
因为地下铁路的英雄们依然默默无闻，他们的业绩依然
少人颂扬。我要讲述他们的故事。
听到轻轻的敲门声，约翰·帕克神情紧张起来。他开
门窥望，夜色中认出是一位可靠的邻居。“有一群逃亡
奴隶躲在肯塔基州的树林里，就在离河二十英里的地
方，”拿人用急迫的口气低语道。帕克没一点儿迟疑。
“我就去，”他说着，把两支手枪揣进口袋。
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Chinese Version of Text A NCE-B3
二十年前，即19世纪20年代，生来即为黑奴的
帕克才8岁就被从母亲身边带走，被迫拖着镣铐从弗
吉尼亚走到亚拉巴马，在那里的黑奴市场被买走。
他打定主意有朝一日要过自由的生活，便设法学会
了铸铁这门手艺。后来他终于靠这门手艺攒够钱赎
回了自由。
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Chinese Version of Text A NCE-B3
现在，帕克白天在俄亥俄州里普利港的一家铸铁厂干
活。到了晚上，他就成了地下铁路的一位“乘务员”，
帮助人们避开追捕逃亡黑奴的人。在他正前往的肯塔
基州，当局悬赏一千美元抓他，活人死尸都要。
在那个阴冷的夜晚，帕克渡过俄亥俄河，找到了十
个丧魂落魄的逃亡者。“拿好包裹跟我走，”他一边
吩咐他们，一边带着这八男二女朝河边走去。就要到
岸时，一个巡夜人发现了他们，急忙跑开去报告。
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Chinese Version of Text A NCE-B3
帕克看见一条小船，便大喝一声，把那些逃亡黑
奴推上了船。大家都上了船，但有两个人容不下。小
船徐徐驶向对岸，帕克眼睁睁地看着追捕者把他被迫
留下的两个男人团团围住。
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Chinese Version of Text A NCE-B3
其他的人都上了岸，帕克急忙安排了一辆车把他们带到
地下铁路的下一“站”--他们走向安全的加拿大之旅的
第一程。约翰·帕克在有生之年一共带领四百多名黑奴走
向
安全之地。
黑人去当乘务员常常是由于本人痛苦的经历，而那
些白人则往往是受了宗教信仰的感召。在北卡罗来纳州
长大的贵格会教徒利瓦伊·科芬解释说：“《圣经》上只
是要我们给饥者以食物，无衣者以衣衫，但没提到过肤
色的事。”
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Chinese Version of Text A NCE-B3
在19世纪20年代，科芬向西迁移前往印第安纳
州的新港（即今天的“喷泉市，在那里开了一家小
店。人们传说，逃亡黑奴在科芬家总是能得到庇护。
有时他一次庇护的逃亡者就多达十七人，他还备有
一组人员和车辆把他们送往下一段行程。到后来有
三条主要路线在科芬家汇合，科芬家成了地下铁路
的中央车站。
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Chinese Version of Text A NCE-B3
科芬经常由于他做的工作受到被杀的威胁，收到焚
毁他店铺和住宅的警告。几乎每一个乘务员都面临类似
的危险---或者更为严重。在北方，治安官会对帮助逃亡
得人课以罚金，或判以短期监禁。在南方各州，白人则
被判处几个月甚至几年的监禁。一位勇敢的循道宗牧师
卡尔文·费尔班克在肯塔基州被关押了十七年多，他记录
了自己被毒打的情况：总共被鞭笞了35，105下。
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Chinese Version of Text A NCE-B3
至于那些黑奴，逃亡意味着数百英里的长途跋涉，意
味着穿越自己极易被人辨认的陌生地域。没有路标，
也几乎没有线路图，他们赶路全凭着口口相告的路线
以及秘密记号---比如树上钉着的钉子---是乘务员用
来标示北上路线的记号。
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Chinese Version of Text A NCE-B3
许多黑奴在夜色的掩护下赶路，有时脸上涂
着厚厚的白粉。贵格会教徒经常让他们的“乘客”
不分男女穿上灰衣服，戴上深沿帽，披着把头部
完全遮盖住的面纱。有一次，利瓦伊·科芬运送的
逃亡黑奴实在太多，他就把他们装扮成出殡队伍。
加拿大是许多逃亡者的首选终点站。那儿
1833年就废除了奴隶制，加拿大当局鼓励逃亡奴
隶在其辽阔的未经开垦的土地上定居。其中就有
乔赛亚·亨森。
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Chinese Version of Text A NCE-B3
还是孩子的亨森在马里兰州目睹着全家人被卖给不
同的主人，看到母亲为了想把自己留在她身边而遭
受毒打。亨森非常认命，干活勤勉，深受主人器重。
经济困顿最终迫使亨森的主人将他及其妻儿送到主
人在肯塔基州的一个兄弟处。在那儿干了几年苦工
之后，亨森听说了一个可怕的:消息新主人准备把
他卖到遥远的南方腹地去农庄干活。这名奴隶将与
自己的家人永远分离。
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Chinese Version of Text A NCE-B3
只有一条路可走：逃亡。“我会认北斗星，”许
多年后亨森写道。“就像圣地伯利恒的救星一样，
它告诉我在哪里可以获救。”
亨森和妻子冒着极大的风险带着四个孩子上路了。
两个星期之后，饥饿疲惫的一家人来到了辛辛那
提州，在那儿，他们与地下铁路的成员取得了联
系“他们为我们提供了食宿，非常关心，接着又
用车送了我们三十英里。”
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Chinese Version of Text A NCE-B3
亨森一家继续往北走，最后来到纽约州的布法罗。
在那儿，一位友善的船长指着尼亚加拉河对岸。“看
见那些树没有？”他说，“它们生长在自由的土地
上。”他给了亨森一美元钱，安排了一条小船，小船
载着这位黑奴及其家人过河来到加拿大。
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Chinese Version of Text A NCE-B3
“我扑倒在地，在沙土里打滚，手舞足蹈，最
后，在场的那几个人都认定我是疯子。”
“他是个疯子，” 有个沃伦上校说。
“不，不是的！知道吗? 我自由了！”
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Web-links NCE-B3
Uncle Tom’s Cabin
http://www.uncletomscabin.org/
Moses: ( in the Bible)
http://www.newadvent.org/cathen/10596a.htm
Quaker
http://www.newadvent.org/cathen/06304b.htm
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Web-links NCE-B3
Grand Central Terminal
http://www.nyctourist.com/grandcentral1.htm
Methodist
http://www.methodist.org.uk/
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Exit
