Thực Dân Anh Thiết Lập 13 Thuộc địa ở Bắc Mĩ Thuộc | Cungthi.online

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• Thực dân Anh thiết lập 13 thuộc địa ở Bắc Mĩ thuộc

Câu 1: Thực dân Anh thiết lập 13 thuộc địa ở Bắc Mĩ thuộc A. Ven bờ Đại Tây Dương Feedback Đáp án: A Lời giải: Nửa đầu thế kỷ XVIII, 13 thuộc địa Anh được ra đời dọc bờ biển Đại Tây Dương (1,3 triệu người)

Vậy đáp án đúng là A.

B. Ven bờ Thái Bình Dương C. Khu vực Ngũ Hồ D. Ven bờ Bắc Băng Dương

Những câu hỏi này đến từ bài kiểm tra này. Bạn có muốn thực hiện bài kiểm tra thử không?

Bài tập trắc nghiệm 15 phút Bài 30: Chiến tranh giành độc lập của các thuộc địa Anh ở Bắc Mĩ - Lịch sử 10 - Đề số 6

• 15 phút
• 10 câu hỏi

Làm bài kiểm tra

Một số câu hỏi từ cùng một bài kiểm tra

• Với trận đánh quyết định nào làm cho toàn bộ quân Anh phải đầu hàng?
• Trước khi người Anh di cư đến vùng Bắc Mĩ, đây là vùng đất
• Tổng thống đầu tiên của Hợp chủng quốc Mĩ là
• Mục tiêu của cuộc chiến tranh giành độc lập của các thuộc địa Anh ở Bắc Mĩ là gì?
• Đâu là hạn chế của cuộc chiến tranh giành độc lập 13 bang thuộc địa của Anh ở Bắc Mĩ?
• Thực dân Anh thiết lập 13 thuộc địa ở Bắc Mĩ thuộc
• Hãy ghép mốc thời gian ở cột bên trái với nội dung sự kiện ở cột bên phải cho phù hợp
• Nguyên nhân nào thúc đẩy thực dân Anh nhanh chóng thành lập các thuộc địa của mình ở Bắc Mĩ?
• Tại sao nói cuộc chiến tranh giành độc lập của các thuộc địa Anh ở Bắc Mĩ về thực chất là một cuộc cách mạng tư sản?
• “Tất cả mọi người đều sinh ra có quyền bình đẳng. Tạo hóa cho họ những quyền không ai có thể xâm phạm được; trong những quyền ấy, có quyền được sống, quyền tự do và quyền mưu cầu hạnh phúc”. Luận điểm trên được vận dụng trong văn kiện nổi tiếng nào?

Một số câu hỏi khác bạn có thể quan tâm

• Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:

  Beads were probably the first durable ornaments humans possessed, and the intimate relationship they had with their owners is reflected in the fact that beads are among the most common items found in ancient archaeological sites. In the past, as today, men, women, and children adorned themselves with beads. In some cultures still, certain beads are often worn from birth until death, and then are buried with their owners for the afterlife. Abrasion due to daily wear alters the surface features of beads, and if they are buried for long, the effects of corrosion can further change their appearance. Thus, interest is imparted to the bead both by use and the effects of time. Besides their wearability, either as jewelry or incorporated into articles of attire, beads possess the desirable characteristics of every collectible, they are durable, portable, available in infinite variety, and often valuable in their original cultural context as well as in today's market. Pleasing to look at and touch, beads come in shapes, colors, and materials that almost compel one to handle the mand to sort them. Beads are miniature bundles of secrets waiting to be revealed: their history, manufacture, cultural context, economic role, and ornamental use are all points of information one hopes to unravel. Even the most mundane beads may have traveled great distances and been exposed to many human experiences. The bead researcher must gather information from many diverse fields. In addition to having to be a generalist while specializing in what may seem to be a narrow field, the researcher is faced with the problem of primary materials that have little or no documentation. Many ancient beads that are of ethnographic interest have often been separated from their original cultural context. The special attractions of beads contribute to the uniqueness of bead research. While often regarded as the "small change of civilizations", beads are a part of every culture, and they can often be used to date archaeological sites and to designate the degree of mercantile, technological, and cultural sophistication.

  Question: What is the main subject of the passage?         

• Có tất cả bao nhiêu cách chia người thành hai nhóm, một nhóm có người và một nhóm có người ?

• Question 30: The word "standard" is closest in meaning to___________.           

  Of all modern instruments, the violin is apparently one of the simplest. It consist in essence of a hollow, varnished wooden sound box, or resonator, and a long neck covered with a fingerboard, along which four strings are stretched at high tension. The beauty of design, shape, and decoration is no accident, the proportions of the instrument are determined entirely by acoustical considerations. Its simplicity of appearance is deceptive. About 70 parts are involved in the construction of a violin. Its tone and its outstanding range of expressiveness make it an ideal solo instrument. No less important, however, is its role as an orchestral and chamber instrument. In combination with the larger and deeper-sounding members of the same family, the violins form the nucleus of the modem symphony orchestra. The violin has been in existence since about 1550. Its importance as an instrument in its own right dates from the early 1600’s, when it first became standard in Italian opera orchestras. Its stature as an orchestral instrument was raised further when in 1626 Louis XIII of France established at his court the orchestra known as Les vinq-quatre violons du Roy (The King's 24 Violins), which was to become widely famous later in the century. In its early history, the violin had a dull and rather quiet tone resulting from the fact that the strings were thick and were attached to the body of the instrument very loosely. During the eighteenth and nineteenth century exciting technical changes were inspired by such composer-violinists as Vivaldi and Tartini. Their instrumental compositions demanded a fuller, clearer, and more brilliant tone that was produced by using thinner strings and a far higher string tension. Small changes had to be made to the violin's internal structure and to the fingerboard so that they could withstand the extra strain. Accordingly, a higher standard of performance was achieved, in terms of both facility and interpretation. Left-hand technique was considerably elaborated, and new fingering patterns on the fingerboard were developed for very high notes.

             

• Cho tập có phần tử. Biết rằng số tập con có phần tử của bằng hai lần số tập con có phần tử của . Hỏi thuộc đoạn nào dưới đây?

• Question 29: All of the following are mentioned in the passage as contributing to the ability to play modern violin music EXCEPT___________        

  Of all modern instruments, the violin is apparently one of the simplest. It consist in essence of a hollow, varnished wooden sound box, or resonator, and a long neck covered with a fingerboard, along which four strings are stretched at high tension. The beauty of design, shape, and decoration is no accident, the proportions of the instrument are determined entirely by acoustical considerations. Its simplicity of appearance is deceptive. About 70 parts are involved in the construction of a violin. Its tone and its outstanding range of expressiveness make it an ideal solo instrument. No less important, however, is its role as an orchestral and chamber instrument. In combination with the larger and deeper-sounding members of the same family, the violins form the nucleus of the modem symphony orchestra. The violin has been in existence since about 1550. Its importance as an instrument in its own right dates from the early 1600’s, when it first became standard in Italian opera orchestras. Its stature as an orchestral instrument was raised further when in 1626 Louis XIII of France established at his court the orchestra known as Les vinq-quatre violons du Roy (The King's 24 Violins), which was to become widely famous later in the century. In its early history, the violin had a dull and rather quiet tone resulting from the fact that the strings were thick and were attached to the body of the instrument very loosely. During the eighteenth and nineteenth century exciting technical changes were inspired by such composer-violinists as Vivaldi and Tartini. Their instrumental compositions demanded a fuller, clearer, and more brilliant tone that was produced by using thinner strings and a far higher string tension. Small changes had to be made to the violin's internal structure and to the fingerboard so that they could withstand the extra strain. Accordingly, a higher standard of performance was achieved, in terms of both facility and interpretation. Left-hand technique was considerably elaborated, and new fingering patterns on the fingerboard were developed for very high notes.

   

             

   

• Question 36: What is the main idea of the passage? 

  It is commonly believed in the United States that school is where people go to get an education. Nevertheless, it has been said that today children interrupt their education to go to school.The distinction between schooling and education implied by this remark is important. Education is much more open-ended and all-inclusive than schooling. Education knows no bounds. It can take place anywhere, whether in the shower or on the job, whether in a kitchen or on a tractor. It includes both the formal learning that takes place in schools and the whole universe of informal learning. The agents of education can range from a revered grandparent to the people debating politics on the radio, from a child to a distinguished scientist. Whereas schooling has a certain predictability, education quite often produces surprises. A chance conversation with a stranger may lead a person to discover how little is known of other religions. People are engaged in education from infancy on. Education, then, is a very broad, inclusive term. It is a lifelong process, a process that starts long before the start of school, and one that should be an integral part of one's entire life. Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. Throughout a country, children arrive at school at approximately the same time, take assigned seats, are taught by an adult, use similar textbooks, do homework, take exams, and so on. The slices of reality that are to be learned, whether they are the alphabet or an understanding of the workings of government, have usually been limited by the boundaries of the subject being taught. For example, high school students know that they are not likely to find out in their classes the truth about political problems in their communities or what the newest filmmakers are experimenting with. There are definite conditions surrounding the formalized process of schooling.