This document provides guidance on active note-taking and emphasizes the importance of history. It discusses that history includes true stories of heroes, villains, and adventures. It also notes that history is a mystery and new discoveries help us understand the past, present, and future. Additionally, it states that one action can change the world and encourages students that they too can change the world.
This trip is planned for a Year 4 class to visit the Cartoon Museum in London. The museum has exhibitions that change frequently and are suitable for modifying for different KS2 classes. It also has a private workshop space upstairs that schools can use. The aim of the trip is to provide stimulus for science, geography, philosophy, and art lessons through a workshop at the museum about global warming and the future, where students will create their own comic strips. The workshop focuses on teaching students how to construct comics and reflect on climate change through an example graphic novel. A professional engineer will guide the session. [END SUMMARY]
The document discusses the Zimmer Twins, a Canadian children's website and animation project created by Jason Krogh and Aaron Leighton. It describes the main characters - twins Edgar and Eva Zimmer and their psychic black cat 13. The website allows kids to create their own animated stories and movie endings using characters, actions, props and backgrounds. Teachers can use the Zimmer Twins website in the classroom to get students writing stories, practicing language skills, and demonstrating their understanding and creativity.
Comics and the Common Core: New York Comic Con 2013Amie Wright
Comics and the Common Core: The Case to include Comics in the Curriculum. Presented at New York Comic Con 2013 by Amie Wright, New York Public Library; Stephanie Gabelmann, Boonton Holmes Public Library; and Emily Weisenstein, Madison Public Library. Not just for reluctant readers anymore, every child would benefit from including graphic novels in the classroom. Comics and graphic novels are incredible learning tools that not only help support our Common Core State Educational Standards, but also teach literacy and comprehension skills beyond those of traditional books. Presentation includes information on Common Core State Standards, history of comics in the US (including the Comics Code and Senate hearings of the 1950s), comics as tools to enhance and create visual literacy. Presentation also includes a Resource, Links, and Reading List (last 7 slides).
This document provides guidance on active note-taking and emphasizes the importance of history. It discusses that history includes true stories of heroes, villains, and adventures. It also notes that history is a mystery and new discoveries help us understand the past, present, and future. Additionally, it states that one action can change the world and encourages students that they too can change the world.
This trip is planned for a Year 4 class to visit the Cartoon Museum in London. The museum has exhibitions that change frequently and are suitable for modifying for different KS2 classes. It also has a private workshop space upstairs that schools can use. The aim of the trip is to provide stimulus for science, geography, philosophy, and art lessons through a workshop at the museum about global warming and the future, where students will create their own comic strips. The workshop focuses on teaching students how to construct comics and reflect on climate change through an example graphic novel. A professional engineer will guide the session. [END SUMMARY]
The document discusses the Zimmer Twins, a Canadian children's website and animation project created by Jason Krogh and Aaron Leighton. It describes the main characters - twins Edgar and Eva Zimmer and their psychic black cat 13. The website allows kids to create their own animated stories and movie endings using characters, actions, props and backgrounds. Teachers can use the Zimmer Twins website in the classroom to get students writing stories, practicing language skills, and demonstrating their understanding and creativity.
Comics and the Common Core: New York Comic Con 2013Amie Wright
Comics and the Common Core: The Case to include Comics in the Curriculum. Presented at New York Comic Con 2013 by Amie Wright, New York Public Library; Stephanie Gabelmann, Boonton Holmes Public Library; and Emily Weisenstein, Madison Public Library. Not just for reluctant readers anymore, every child would benefit from including graphic novels in the classroom. Comics and graphic novels are incredible learning tools that not only help support our Common Core State Educational Standards, but also teach literacy and comprehension skills beyond those of traditional books. Presentation includes information on Common Core State Standards, history of comics in the US (including the Comics Code and Senate hearings of the 1950s), comics as tools to enhance and create visual literacy. Presentation also includes a Resource, Links, and Reading List (last 7 slides).
History is a record of the past that can be pieced together through various sources such as memories, first-hand accounts, artifacts, and myths. However, the telling and interpretation of history can be subjective and distorted based on the viewpoint of the teller or discoveries being made over time in bits and pieces. Ultimately, history remains partially unknown and open to interpretation.
This document provides an overview of what history is and how historians study the past. It discusses why studying history is important, how historians use evidence like primary and secondary sources to make inferences about historical events, and some of the challenges involved in drawing conclusions from evidence. It also outlines some of the key steps historians take in planning a research project, such as choosing a topic, evaluating source credibility, and avoiding plagiarism.
This document provides information about the continents and oceans of the world through text, images, and interactive activities. It begins with an introduction to globes and maps. Key facts are presented about the seven continents listed from largest to smallest, as well as the four oceans listed from largest to smallest. Interactive activities guide students to label continents and oceans on maps, and trace routes between landmasses. BrainPOP and other online resources are referenced for additional learning.
1. The document discusses key concepts for studying history, including themes, interactions between societies, change and continuity over time, technology and demography, social and gender structures, and culture.
2. It also provides an outline called "PIRATES" to analyze different aspects of civilizations, including their politics, intellectual developments, religion, arts, technology, economics, and social structures.
3. The document encourages brainstorming about factors that influence history and analyzing where civilizations are located on maps in relation to geographic features.
Lets start off the new school year in style! This is a re-imagining of an older resource designed to introduce the subject to new students in a highly visual manner. Feel free to use & share it. Check out the links.
As always, any feedback would be really useful.
Thanks, Simon
Educomics using digital comics in the classroomJoel Josephson
Educomics http://www.educomics.org/ is a European Union education project. It has built sets of resource materials for teachers based on research and piloting in EU schools, so that teachers will have clear examples and guides to use digital comics in their teaching practice.
You can try digital comics in your school but please let us know what happened?
This document provides an overview of the geography department staff and expectations for student exercise books. It defines geography as the study of the earth, including both physical features and how humans interact with and affect the environment. Key aspects of geography are described as physical geography, human geography, and environmental geography. Students will be practicing identifying images as related to geography and asking questions about geographic topics and places.
History is a record of the past that can be pieced together through various sources such as memories, first-hand accounts, artifacts, and myths. However, the telling and interpretation of history can be subjective and distorted based on the viewpoint of the teller or discoveries being made over time in bits and pieces. Ultimately, history remains partially unknown and open to interpretation.
This document provides an overview of what history is and how historians study the past. It discusses why studying history is important, how historians use evidence like primary and secondary sources to make inferences about historical events, and some of the challenges involved in drawing conclusions from evidence. It also outlines some of the key steps historians take in planning a research project, such as choosing a topic, evaluating source credibility, and avoiding plagiarism.
This document provides information about the continents and oceans of the world through text, images, and interactive activities. It begins with an introduction to globes and maps. Key facts are presented about the seven continents listed from largest to smallest, as well as the four oceans listed from largest to smallest. Interactive activities guide students to label continents and oceans on maps, and trace routes between landmasses. BrainPOP and other online resources are referenced for additional learning.
1. The document discusses key concepts for studying history, including themes, interactions between societies, change and continuity over time, technology and demography, social and gender structures, and culture.
2. It also provides an outline called "PIRATES" to analyze different aspects of civilizations, including their politics, intellectual developments, religion, arts, technology, economics, and social structures.
3. The document encourages brainstorming about factors that influence history and analyzing where civilizations are located on maps in relation to geographic features.
Lets start off the new school year in style! This is a re-imagining of an older resource designed to introduce the subject to new students in a highly visual manner. Feel free to use & share it. Check out the links.
As always, any feedback would be really useful.
Thanks, Simon
Educomics using digital comics in the classroomJoel Josephson
Educomics http://www.educomics.org/ is a European Union education project. It has built sets of resource materials for teachers based on research and piloting in EU schools, so that teachers will have clear examples and guides to use digital comics in their teaching practice.
You can try digital comics in your school but please let us know what happened?
This document provides an overview of the geography department staff and expectations for student exercise books. It defines geography as the study of the earth, including both physical features and how humans interact with and affect the environment. Key aspects of geography are described as physical geography, human geography, and environmental geography. Students will be practicing identifying images as related to geography and asking questions about geographic topics and places.
34. ”，指过分地刻画修饰，符合题意。所以正确答案为 D 项。
8．B【解析】 第一个空应选“蜕变”，意为人物或者事情发生质变，根据“以真实取代
虚假，以个人反抗群体，以感性抵制理性，以平面消除深度”可知，中国当代诗歌的变化
是本质上的改变，因此，选择“蜕变”。 第一个空应选“更迭”，意为轮流更替，最符合题
意。所以正确答案为 B 项。
9．D【解析】 第一个空应选“向往”，意为因热爱、 羡慕某种事物或境界而希望得到或
达到。 根据题意，九州学子面壁十年，生活清苦，非常向往京都的繁华。 第二个空应选“凝
入”，表明聚集，集中的过程更加细致、耐人寻味。 所以正确答案为 D 项。
10．D【解析】由原文可知，中国由“产业资本扩张阶段”开始进入到“金融资本阶段
”，这是一个迅速的上升阶段。 跃升：跳跃式地上升，指在名次、地位、价位等方面越过前面
的次第迅速上升。 所以正确答案为 D 项。
11．A【解析】“危言耸听”指故意说些夸大的吓人的话，使人惊疑震动：“虚张声势
”指假装出强大的气势：“夸夸其谈”形容说话。 写文章浮夸不切实际，表贬义：豪言壮语
形容充满英雄气概的话。 文段说明这些启蒙思想家的思想和言论激烈、 出格，用“危言耸听
”修饰最为恰当。所以正确答案为 A 项。
12．A【解析】根据词意以及文中“铺陈宏大”和“细节方面”可知是指说的不够详细。
所以第一空填“语焉不详”应,意指虽然提到了，但说得不详细。其他三个选项均不符合：
闪烁其词：指不肯透露真相或回避要害问题。 含糊其辞：形容有顾虑，不敢把话照直说出来。
捉襟见肘：比喻十分穷困。 第一空应选“高屋建瓴”，意为把瓶子里的水从高的屋顶上倾倒。
比喻居高临下，不可阻遏，最符合题意。所以正确答案为 A 项。
13．D【解析】第一个空应是形容人们认为工业文明成就卓越而得意，“沾沾自喜”形
容自以为不错而得意的样子，贴合题意。 “洋洋得意”形容得意时神气十足的姿态，不符合
题意，排除 A 项。第二个空是形容人性，不能用“无知”或“罪恶”描述，排除 B、 两项。
C
文段描述工业文明辉煌的物质成就，与之相对应的是人性的负面因素，“贪婪”更符合语
境。所以正确答案为 D 项。
14．B【解析】“相通”的意思是彼此沟通；连通：互相通融。 文中首先指出“读书做学
问，目的性太强，很难达到痛快淋漓、 出神入化的地步”，紧接着表达“学问与游戏之道”
的一致，表明融会贯通之意，“相通”符合文意。排除其他三项，正确答案为 B 项。
15．B【解析】 第一空选“恢宏”，意思是宽阔、 博广。“宏大”的意思是比喻事物的气
势宏伟、 巨大。“庞大”表示形体、 组织、数量或程序大大超过惯常的范围或标准。 “宏伟”意
为规模、 计划等宏大雄伟。 文中针对“此书的规模”，应该用“恢宏”来修饰更符合语意；
第二空选“精确”，意为 极准确，非常正确，该词常用来形容考证；第三空选“周
密”，意为周全细密、周到细密、周密思考、严密无缝。 所以正确答案为 B 项。
16．C【解析】文段中提到“三字经”，所以“老少咸宜”，最符合语境及题意。 排除其
他三项，正确答案为 C 项。
17．A B
【解析】 项“贪污、 受贿等职务犯罪的构成要件”与“是否有职权”属于一面对
两面的错误。C 项动宾搭配不当，最后一个分句应为“不断提高人民生活水平”。D 项语句
杂糅，应去掉“作品本身要有”或者“缺一不可”。A 项没有错误，所以正确答案为 A
项。
18．B A
【解析】 项应改为“绿色是多么宝贵呀！它是生命，它是希望，它是快乐”。 C
项应改为“今年我们公司的新年联欢晚会有以下节目：大合唱、 男女声独唱、诗歌朗诵、舞蹈
和杂技”。 D 项应改为“我不知道这件事情怎么会变成这个样子，但是，无论如何我们都应
该竭尽全力把这件事情处理好。”所以正确答案为 B 项。
19．C【解析】由题干“不在于降临的事情本身是苦是乐，而要看我们如何去何从而对
35. 这些事”可知，这段文字意在告诉我们的是：我们面对问题的心情决定了事情的色彩，所
以正确答案为 C 项。
20．B【解析】文段说明大规模的信贷投款只有在经济复苏不明显的情况下才会形成通
胀，而如果信贷的大规模投入伴随着经济复苏则和通胀无关。 由此可见，大规模信贷投放与
通胀的发生之间并无必然的因果关系，所以正确答案为 B 项。
21．D【解析】由“就可以让多数所有权变得合法，从而创造出让合法财产灵活流动的
环境”以及“一旦资本流动起来，财富创造与经济效率，就会在市场中野蛮生长”，可知
所有权的合法化对于市场经济的发展至关重要。所以正确答案为 D 项。
22．A【解析】文中的关键句为“理学所倡导的偏重道德轻视事功的倾向，还有它那过
分的内省自律，正好为专制帝王起到了为渊驱鱼的效果”，意在表明理学“偏重道德轻视
事功”与帝王专制的关系，后文进一步举例说明，“理学特有的价值取向遵循了古代
统治者的统治需求”最贴合题意，正确答案为 A 项。
23．C【解析】由“从而使得信仰与道德日渐荒漠化，信仰的缺乏必然造成人无法对生
活及生命的意义进行完整解读，缺乏对规则的敬畏，从而信仰被理性‘杀死’”这句话可
知，文段的主要意思是“迷信理性导致信仰缺失、道德沦丧”，所以正确答案为 C 项。
24．C【解析】根据“即将来临的是以资源生产率革命为特征的第六次创新长波，而这
个长波的意义就是开创以低碳能源为特征的生态经济新时代，哥本哈根国际气候会议将会
实质性地启动这个绿色经济的新长波”可知，文段主要说明的是哥本哈根国际气候会议的
重要意义，所以正确答案为 C 项。
25．C【解析】由“作为一种力量，文化力不是一种直接作用的力，其显现发挥必然是
通过一定的载体或媒介”可知，文化力不能独立发挥作用，必须依靠一定的载体或媒介，
所以正确答案为 C 项。
26．B
【解析】“通过媒体、舆论构建一个基本的社会认同”从主观方面对公平正义的实
现途径进行了阐述，“社会体制应该在某个时间和空间中尽可能满足绝大多数人的需求”
则从客观上进行了阐述，所以正确答案为 B 项。
27．B【解析】系统观是指以系统的观点看自然界，系统是自然界物质的普遍存在形式，
提出了系统和要素，结构与功能等新的范畴。 价值观是指一个人对周围的客观事物（包括人、
事、物）的意义，重要性的总评价和总看法。 生产观指考虑生产条件并顾及生产效益来把握
经济、 生产活动的观点。环保观是对于环保的看法。文段考虑自然资源、科学技术、人自身发展
三方面，描述了循环经济和生态经济理念的价值观。 所以正确答案为 B 项。
28．C【解析】文段讲述了人们生活中的各个方面都可减少二氧化碳的排放量，这些行
为的主体都是广大民众。所以正确答案为 C 项。
29．D【解析】由“多种怪之中，最突出的是‘自知’与‘他知’的迥然不同，这样情
况也是古已有之”，可知其意在表明“自知”与“他知”自古就有不同，不足为奇，所以
正确答案为 D 项。
30．B【解析】“镇压言论往往不是防止错误的行动，倒是防止了深思熟虑的行动”意
在表明限制言论会限制思想的产生，所以正确答案为 B 项。
31．A【解析】由“在穷人得不到充分保护的资源语境下奢谈‘保护富人’是相当危险
而诡异的”可知，文段旨在表明穷人利益得不到充分保护的特殊国情下，奢谈保护富人是
不对的，可能会造成很严重的后果，所以正确答案为 A 项。
32．D【解析】由“公共领域的问题从来都不是科学的问题，统计数字的问题，而是主
观认识的问题，意见的问题、 想象的问题”“在社会领域，民众的主观感觉才是最主要的客
观事实”及“如果一个国家的民众感觉自己的税负沉重。 那么，该国的税负就是沉重的”可
知，文段意在表明我们民众感觉才是解决公共领域问题的依据，所以正确答案为 D 项。
36. 33．A【解析】“对历史人物的研究应该客观”中的“客观”在文段中并未体现。所以
正确答案为 A 项。
34．C【解析】文段中“可见回避竞争是否公正而专在‘文化传统’、‘深层心理’上作
文章，是多么缺乏说服力”，意在表明市场竞争体制的文化决定论缺乏解释力，所以正
确答案为 C 项。
35．D【解析】由“一个故事是有关美国的一个自封的皇帝的”和“美国皇帝和墨
西哥保护者诺顿一世逝世”可知，诺顿一世是故事的主人公，根据文段话题顺承性原则，
作者接下来要论述的一定是诺顿一世的传奇故事，正确答案为 D 项。
第二部分 判断推理
一、图形推理
36．C
【解析】题干中图形均由两种元素组成，符合条件的只有 C 项。 所以正确答案为
C 项。
37．A【解析】元素之间的换算，把一个向上的三角形转换为四个向下的三角形，则题
干中向下三角形的个数分别为 10、 、 、 ，下一幅图换算后应为 6 个向下的三角形，符合条
9 8 7
件的只有 A 项。所以正确答案为 A 项。
38．D
【解析】题干中各个图形的封闭部分的个数均为 6 个，符合条件的只有 D 项。所以
正确答案为 D 项。
39．B
【解析】题干中各个图形均有 3 条曲线，符合条件的只有 B 项。所以正确答案为
B 项。
40．A【解析】题干中各个图形里均有 2 组相连的一样的图形，且一组呈竖直排列，一
组呈横向排列，符合条件的只有 A 项。所以正确答案为 A 项。
41．A【解析】单独的元素每次沿坐标图形外沿移动一格，连在一起的元素每次沿外沿
移动两格，第四幅图移动后得到 A 项所示图形。所以正确答案为 A 项。
42．C【解析】每行的三幅图的线段总数均为 10，所以正确答案为 C 项。
43．D
【解析】每行对称轴之和为 4，第三行中，第一幅图有一条对称轴，第二幅图有两
条对称轴，所以第三幅图应有 1 条对称轴，符合条件的只有 D 项。 所以正确答案为 D 项。
二、类比推理
44．B【解析】明星在媒体上进行炒作；商品在市场上进行交换。所以正确答案为 B 项。
45．B【解析】动作及其作用对象属性。粉刷水泥建成的建筑；焊接钢铁制造的大桥。所
以正确答案为 B 项。
46．C【解析】事件的顺承关系。冲突得到解决后会和谐；噪音被消除后会得到安静。所
以正确答案为 C 项。
47．D【解析】勇敢用来形容战士，是褒义词；朴实用来形容农民，是褒义词。所以正
确答案为 D 项。
48．D【解析】锦衣玉食用来比喻奢华；城下之盟用来比喻屈辱。所以正确答案为 D 项。
49．A【解析】倒置的动宾关系。回顾历程；参与集会。所以正确答案为 A 项。
50．D【解析】网络可以用来查询；车辆可以用来运输。所以正确答案为 D 项。
51．C【解析】倒置的动宾关系。规避风险；完善制度。所以正确答案为 C 项。
52．B【解析】倒置的动宾关系。建构理论；设计图纸。所以正确答案为 B 项。
三、演绎推理
53．C
【解析】所有甲都属于乙，所有乙都属于丁，所以所有甲都属于丁，D 项可以推出；
有些甲属于丙，也即有些丙在甲中，因为所有甲都属于丁，所以有些丙也属于丁，A 项可
以推出；没有戊属于丁，乙又全属于丁，所以戊和乙也没有交集，B 项可以推出，C 项不
37. 正确，没有戊属于丁，则戊和甲也没有交集，C 项不能推出。所以正确答案为 C 项。
54．C【解析】 项说明了该中心可能统计错误，矛盾可能并不存在，有助于解释；B 项
A
说明了很多人去公园锻炼，能解释为什么健身中心顾客减少；D 项说明了健身中心增加分
走了客源，也有助于解释，只有 C 项是认为调查数据准确，并没有解释矛盾。 所以正确答
案为 C 项。
55．A【解析】 B
题干的结论为防盗系统很有作用。 项的例子认为防盗系统没有作用，对
结论削弱；C 项认为是治安管理加强，并不是防盗系统的作用，也削弱了结论；D 项与题
干结论无关。A 项中说明了 2008 年开始盗窃率增加，而该小区盗窃率却显著下降，证明了
防盗系统的作用，加强了结论。所以正确答案为 A 项。
56．D【解析】由“中国生产的汽车比其他国家生产的汽车要便宜的多”可知，价
格是购买的重要因素，同时耐用性要相同，否则同样体现不出价格的优势，所以价格和耐
用性为必要因素。所以正确答案为 D 项。
57．B【解析】题干结论是官员身份对院士评选起了很大作用，B 项说明了因为非常优秀
的学者担当了行政职务，有力地反驳了学者当选院士是因为官员身份作用，最能构成反驳。
所以正确答案为 B 项。
58．C【解析】题干由创业人数比例低推出“西方发达国家的大学生更具有创业才
能”，C 项的创业成功率有力地反驳了这一观点，因为创业不等于有创业才能，只有成功了
才证明有创业才能，根据我国大学生的创业成功率不比西方国家大学生低，说明了不比西
方国家大学生的创业才能低，A 项、B 项也有反驳作用，但力度不够，D 项为支持结论。所
以正确答案为 C 项。
59．D【解析】A 项说明了 A 市因为人口多所以销售量大，B 项说明了 B 市因为 A 市分
走了一部分 B 市的销售量，C 项说明了 B 市的人不是不喜爱阅读，而是更喜欢去图书馆，
只有 D 项没有反驳 A 市比 B 市居民更爱阅读这一观点。所以正确答案为 D 项。
60．C【解析】题干矛盾在于捕杀活动并没有减少，A 项、 项、 项都不能解释捕杀活动
B D
为什么没有减少，能解释的只有 C 项，因为皮毛用在了流行服饰上，有了需要的市场，才
有人捕杀。所以正确答案为 C 项。
四、定义判断
61．C【解析】留置权定义的关键词是“不履行到期债务”、 “留置已经占有的”。 项A
丙符合条件，有权留置；B 项机器不是乙已经合法占有的，所以不能留置；D 项李某不支
付报酬，孙某有权留置，正确的只有 C 项，乙有权留置甲公司的货物。 所以正确答案为 C
项。
62．B【解析】恐惧症定义的关键词是“不适当的”、 A
“面对这种物体或环境”。 项陈
女士因为胆小害怕狼狗，并不是不适当的；C 项小李害怕酒后驾车出车祸也是适当的；D
项小钱并没有面对恐怖场景，只是头脑中的想象，符合条件的只有 B 项。所以正确答案
为 B 项。
63．A【解析】形式公正定义的关键词是“统一标准”。 项、 项、 项都没有按照统
B C D
一标准，都形成了差别，符合条件的只有 A 项。 所以正确答案为 A 项。
64．B【解析】继续犯定义的关键词是“在一定时间内处于继续状态”。 项、 项、
A C D
项都不属于继续状态的要求，符合条件的只有 B 项。 所以正确答案为 B 项。
65．D【解析】印象管理定义的关键词是“确保他人对自己做出愉快的评价”。 项没A
有提到评价，B 项和 C 项都属于不愉快的评价，符合条件的只有 D 项。所以正确答案为 D
项。
第三部分 数量关系
