1 . In the 1960s, African American mothers noticed something wrong in their children’s seemingly innocent class photos. Every year, youngsters tidied up in their Sunday best for their school picture, yet these treasured images didn’t ____ Black and White children equally. White children were rendered (使成为) as they look in everyday life, while African American children lost ____ of their faces and turned into ink blots (墨渍). The film could not simultaneously capture both dark and light skin. For decades, this flaw of the film remained out of ____, when Black boys and girls and white boys and girls were photographed separately. But with the integration of schools, Black mothers ____ that color film left their Black children in the shadows.

In 2015, two London-based photographers, Adam Broomberg and Oliver Chanarin, wanted to find out why the film could not capture the ____ of children of all races in a school photograph. When these photographers tested the film, they found the film was optimized for ____ skin. It was this film’s hidden history that was the ____ faces in a class photo came out so differently.

All that changed, ____, when large corporations made a fuss about Kodak’s film, which they bought in bulk for advertising. A team of two unlikely businesses – furniture makers and chocolate manufacturers – ____ against Kodak’s films for discriminating against dark hues.

Kodak employees worked hard to fix the film, making new film formulations and testing them by taking photos. While the complaints from Black mothers could not change Kodak, those from these companies could. By the late 1970s, new - and more ____ - formulations of color film were in the works, and the new and improved Kodak Gold film was on the market by the following decade.

Technologies, such as photographic films, sometimes capture the beliefs and values of the times. This bias built into technology has ____ today. Today, some web cameras, following instructions from algorithms (算法), are unable to recognize a dark face, but do so ____ for a white one.

What the makers of film and cameras and other technologies have experienced is a tacit (心照不宣的) subscription to a belief of a standard. ____, they have gotten on the escalator of “this is how we do things” without asking why. Scholars would describe this type of bias as one that implicitly (完全地) and ____ accepts norms. But it isn’t the ____ fault; they are only doing what the lines of code written by humans tell them to do. These devices capture the biases that exist in our world and, in turn, speak to whom a culture values.

1.

A．treat

B．capture

C．reflect

D．divide

2.

A．characters

B．expressions

C．features

D．colors

3.

A．fashion

B．print

C．range

D．sight

4.

A．recommended

B．witnessed

C．maintained

D．urged

5.

A．likeness

B．frankness

C．carelessness

D．darkness

6.

A．dark

B．yellow

C．white

D．black

7.

A．coincidence

B．reason

C．consequence

D．result

8.

A．therefore

B．however

C．furthermore

D．meanwhile

9.

A．guarded

B．insured

C．went

D．protested

10.

A．inclusive

B．persuasive

C．decisive

D．offensive

11.

A．echoes

B．conclusions

C．objections

D．intentions

12.

A．quickly

B．equally

C．easily

D．similarly

13.

A．As a result

B．In other words

C．For example

D．On the contrary

14.

A．inconsistently

B．unexpectedly

C．inevitably

D．uncritically

15.

A．cameras’

B．technologies’

C．films’

D．humans’

2 . The most thoroughly studied intellectuals in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial American was “so much important attached to intellectual pursuits.” According to many books and articles, New England’s leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.

To take this approach to the New Englanders normally mean to start with the Puritans’ theological（神学的）innovations and their distinctive ideas about the church --- important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture, adjusting to New would circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.

The early settlers of Massachusetts Bay included men of impressive education and influence in England. Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629, there were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. These men wrote and published extensively, reaching both New World and Old World audiences, and giving New English an atmosphere of intellectual earnestness.

We should not forget, however, that most New Englanders were less will educated. While few craftsmen or farmers, let alone dependents and servants, left literary compositions to be analyzed. Their thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. Sexual confusion, economic frustrations, and religious hope --- all came together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: “come out from among them, touch no unclean thing, and I will be your God and you shall be my people.” One wonders what Dane thought of the careful sermons explaining the Bible that he heard in Puritan churches.

Meanwhile, any settlers had slighter religious commitments than Dane’s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New World for religion. “Our main end was to catch fish.”

1. The author notes that in the seventeenth-century New England______.

A．Puritan tradition dominated political life.

B．intellectual interests were encouraged.

C．Politics benefited much from intellectual endeavors.

D．intellectual pursuits enjoyed a liberal environment.

2. Which of the following meaning is closest to that of the underlined word in para.2?

A．a virtue	B．an intelligent mind
C．a taste for fine arts	D．a nice character

3. It is suggested in paragraph 2 that New Englanders __________.

A．experienced a comparatively peaceful early history.

B．brought with them the culture of the Old World

C．paid little attention to southern intellectual life

D．were obsessed with religious innovations

4. The early ministers and political leaders in Massachusetts Bay______.

A．were famous in the New World for their writings

B．gained increasing importance in religious affairs

C．abandoned high positions before coming to the New World

D．created a new intellectual atmosphere in New England

5. The story of John shows that less well-educated New Englanders were often_________.

A．influenced by superstitions

B．troubled with religious beliefs

C．puzzled by church sermons

D．frustrated with family earnings

3 . In the eighteenth-century one of the first modern economists, Adam Smith, thought that the “whole annual produce of the land and labour of every country” provided revenue to “three different orders of people: those who live by rent, those who live by wages, and those who live by profit”. Each successive stage of the industrial revolution, however, made the social structure more complicated.

Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class. There were small-scale industrialists as well as large ones, small shopkeepers and tradesmen, officials and salaried employees, skilled and unskilled workers, and professional men such as doctors and teachers. Farmers and peasants continued in all countries as independent groups.

During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a person’s social position. Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than that of their working-class parents. But they lacked social training of the upper class, who despised them as the “new rich.”

They often sent their sons and daughters to special school to acquire social training. Here their children, mixed with the children of the upper classes, were accepted by them, and very often found marriage partners from among them. In the same way, a thrifty, hardworking labourer, though not clever himself, might save for his son enough to pay for an extended secondary school education in the hope that he would move in a “white collar” occupation, carrying with it a higher salary and a move up in the social scale.

In the twentieth century the increased taxation of higher incomes, the growth of the social services, and the wider development of educational opportunity have considerably altered the social outlook. The upper classes no longer are the sole, or even the main possessors of wealth, power and education, though inherited social position still carries considerable prestige.

1. If you compare the first and second paragraph, what groups of people did Adam Smith leave out in his classification?

A．Officials and employees.	B．Peasants and farmers.
C．Doctors and teachers.	D．Tradesmen and landlords.

2. Who were the “new rich” during the nineteenth and early twentieth centuries?

A．They were still the upper class people.

B．They were owners of large factories.

C．They were intelligent industrialists.

D．They were skilled workers who made their fortune.

3. According to the passage, what did those people do who intended to make their children move up in the social ladder?

A．They saved a lot of money for their children to receive higher education.

B．They tried to find marriage partners from the children of the upper class.

C．They made greater fortunes by their wits.

D．They worked even harder to acquire social training.

4. In the twentieth century class differences have been partly smoothed out by ____.

A．increased income and decreased taxation

B．taxation, social services and educational opportunities

C．education, the increase of income and industrial development

D．the decrease of the upper class population