选课中心
7099人选课
GMAT公开讲座
0元
GRE公开讲座
0元
一对一体验课
99元
GMAT模考网站
10000人
GRE模考网站
GMAT课程
GRE课程
托福辅导课程
【定制】1v1
私人订制
资料下载
考前冲刺
扫码添加助教
免费领取
备考资料大礼包
扫码关注公众号
新东方在线GMAT频道为大家带来GMAT阅读新题:Passage 30练习题一文,希望对大家GMAT备考有所帮助。更多精彩尽请关注新东方在线GMAT频道!>>点击查看更多GMAT阅读
Passage 30 (30/63)
Since the early 1970’s, historians have begun to devote serious attention to the working class in the United States. Yet while we now have studies of working-class communities and culture, we know remarkably little of worklessness. When historians have paid any attention at all to unemployment, they have focused on the Great Depression of the 1930’s. The narrowness of this perspective ignores the pervasive recessions and joblessness of the previous decades, as Alexander Keyssar shows in his recent book. Examining the period 1870-1920, Keyssar concentrates on Massachusetts, where the historical materials are particularly rich, and the findings applicable to other industrial areas.
The unemployment rates that Keyssar calculates appear to be relatively modest, at least by Great Depression standards: during the worst years, in the 1870’s and 1890’s, unemployment was around 15 percent. Yet Keyssar rightly understands that a better way to measure the impact of unemployment is to calculate unemployment frequencies—measuring the percentage of workers who experience any unemployment in the course of (in the course of: adv.在...期间) a year. Given this perspective, joblessness looms much larger.
Keyssar also scrutinizes unemployment patterns according to skill level, ethnicity, race, age, class, and gender. He finds that rates of joblessness differed primarily according to class: those in middle-class and white-collar occupations were far less likely to be unemployed. Yet the impact of unemployment on a specific class was not always the same. Even when dependent on the same trade, adjoining communities could have dramatically different unemployment rates. Keyssar uses these differential rates to help explain a phenomenon that has puzzled historians—the startlingly high rate of geographical mobility in the nineteenth-century United States. But mobility was not the dominant working-class strategy for coping with unemployment, nor was assistance from private charities or state agencies. Self-help and the help of kin got most workers through jobless spells.
While Keyssar might have spent more time developing the implications of his findings on joblessness for contemporary public policy, his study, in its thorough research and creative use of quantitative and qualitative evidence, is a model of historical analysis.
1. The passage is primarily concerned with
(A) recommending a new course of investigation
(B) summarizing and assessing a study
(C) making distinctions among categories
(D) criticizing the current state of a field(B)
(E) comparing and contrasting two methods for calculating data
2. The passage suggests that before the early 1970’s, which of the following was true of the study by historians of the working class in the United States?
(A) The study was infrequent or superficial, or both.
(B) The study was repeatedly criticized for its allegedly narrow focus.
(C) The study relied more on qualitative than quantitative evidence.
(D) The study focused more on the working-class community than on working-class culture.(A)
(E) The study ignored working-class joblessness during the Great Depression.
3. According to the passage, which of the following is true of Keyssar’s findings concerning unemployment in Massachusetts?
(A) They tend to contradict earlier findings about such unemployment.
(B) They are possible because Massachusetts has the most easily accessible historical records.
(C) They are the first to mention the existence of high rates of geographical mobility in the nineteenth century.
(D) They are relevant to a historical understanding of the nature of unemployment in other states.(D)
(E) They have caused historians to reconsider the role of the working class during the Great Depression.
4. According to the passage, which of the following is true of the unemployment rates mentioned in line 15?
(A) They hovered, on average, around 15 percent during the period 1870-1920.
(B) They give less than a full sense of the impact of unemployment on working-class people.
(C) They overestimate the importance of middle class and white-collar unemployment.
(D) They have been considered by many historians to underestimate the extent of working-class unemployment.(B)
(E) They are more open to question when calculated for years other than those of peak recession.
5. Which of the following statements about the unemployment rate during the Great Depression can be inferred from the passage?
(A) It was sometimes higher than 15 percent.
(B) It has been analyzed seriously only since the early 1970’s.
(C) It can be calculated more easily than can unemployment frequency.
(D) It was never as high as the rate during the 1870’s.(A)
(E) It has been shown by Keyssar to be lower than previously thought.
6. According to the passage, Keyssar considers which of the following to be among the important predictors of the likelihood that a particular person would be unemployed in late nineteenth-century Massachusetts?
I. The person’s class
II. Where the person lived or worked
III. The person’s age
(A) I only
(B) II only
(C) I and II only
(D) I and III only(C)
(E) I, II, and III
7. The author views Keyssar’s study with
(A) impatient disapproval
(B) wary concern
(C) polite skepticism
(D) scrupulous neutrality(E)
(E) qualified admiration
8. Which of the following, if true, would most strongly support Keyssar’s findings as they are described by the author?
(A) Boston, Massachusetts, and Quincy, Massachusetts, adjoining communities, had a higher rate of unemployment for working-class people in 1870 than in 1890.
(B) White-collar professionals such as attorneys had as much trouble as day laborers in maintaining a steady level of employment throughout the period 1870-1920.
(C) Working-class women living in Cambridge, Massachusetts, were more likely than working-class men living in Cambridge to be unemployed for some period of time during the year 1873.
(D) In the 1890’s, shoe-factory workers moved away in large numbers from Chelmsford, Massachusetts, where shoe factories were being replaced by other industries, to adjoining West Chelmsford, where the shoe industry flourished.(D)
(E) In the late nineteenth century, workers of all classes in Massachusetts were more likely than workers of all classes in other states to move their place of residence from one location to another within the state.
以上就是新东方在线GMAT频道为你带来的GMAT阅读新题练习题,更多精彩敬请关注新东方在线GMAT频道。
GMAT直播VIP小班 | GMAT直播精讲班 | GMAT录播课 |
(VIP小班/全科班+1对1) | (全科精讲/单项备考) | (全科班/单项班) |
72.5课时 ¥18800 | 61课时 ¥7796 | 134课时 ¥14680 |
资料下载
新东方GMAT佛脚词汇1.0版本
发布时间:2023-06-30添加新东方美研助教号
回复【资料】获取
新东方GMAT数学500题资料下载
发布时间:2023-05-26添加新东方美研助教号
回复【资料】获取
新东方GMAT800题资料下载
发布时间:2022-05-21添加新东方美研助教号
回复【资料】获取
1000句GMAT真实句子改错问题
发布时间:2022-04-17添加新东方美研助教号
回复【资料】获取
2024杨鹏阅读难句(GMAT+GRE)教程
发布时间:2022-04-17添加新东方美研助教号
回复【资料】获取
新东方GMAT数学500题(解析及答案)
发布时间:2019-11-27添加新东方美研助教号
回复【资料】获取
新东方GMAT800题(逻辑+语法+阅读)
发布时间:2019-11-27添加新东方美研助教号
回复【资料】获取
新东方GMAT佛脚词汇1.0版本
发布时间:2019-11-27添加新东方美研助教号
回复【资料】获取
GMAT词汇/长难句/语法资料大全
发布时间:2019-11-27添加新东方美研助教号
回复【资料】获取
GMAT语文考试圣经(Bible)电子版
发布时间:2019-11-27关注新东方在线美研订阅号
回复【GMAT】获取
GMAT推理圣经PDF电子版
发布时间:2019-11-27添加新东方美研助教号
回复【资料】获取
GMAT考试OG五个版本题号对照表
发布时间:2019-11-27添加新东方美研助教号
回复【资料】获取
GMAT Ultimate Grammar电子书籍PDF
发布时间:2019-11-27添加新东方美研助教号
回复【资料】获取
添加美研助教号,
回复【GMAT】获取备考必看资料包
推荐阅读
更多>>新东方在线GMAT频道为大家带来GMAT阅读复习的五大步骤,希望对大家GMAT备考有所帮助。更多精彩尽请关注新东方在线GMAT频道! 1:原来
新东方在线GMAT频道为大家带来GMAT阅读背景的培养,希望对大家GMAT备考有所帮助。更多精彩尽请关注新东方在线GMAT频道! 一、经济学
新东方在线GMAT频道为大家带来GMAT阅读复习效率不高怎么办,希望对大家GMAT备考有所帮助。更多精彩尽请关注新东方在线GMAT频道! 建
新东方在线GMAT频道为大家带来GMAT阅读提高速度的根本方法,希望对大家GMAT备考有所帮助。更多精彩尽请关注新东方在线GMAT频道! 1
新东方在线GMAT频道为大家带来GMAT阅读如何避免错误,希望对大家GMAT备考有所帮助。更多精彩尽请关注新东方在线GMAT频道! 要避免GMA
新东方在线GMAT频道为大家带来GMAT阅读技巧的提升,希望对大家GMAT备考有所帮助。更多精彩尽请关注新东方在线GMAT频道! GMAT阅读推
新东方在线GMAT频道为大家带来GMAT阅读备考的注意事项,希望对大家GMAT备考有所帮助。更多精彩尽请关注新东方在线GMAT频道! GMAT阅
新东方在线GMAT频道为大家带来GMAT阅读怎么提高自己的能力,希望对大家GMAT备考有所帮助。更多精彩尽请关注新东方在线GMAT频道! 建
新东方在线GMAT频道为大家带来GMAT阅读长句子的备考,希望对大家GMAT备考有所帮助。更多精彩尽请关注新东方在线GMAT频道! 1 首先
新东方在线GMAT频道为大家带来GMAT阅读水平怎么提高,希望对大家GMAT备考有所帮助。更多精彩尽请关注新东方在线GMAT频道! 下面就来
资料下载
更多>>添加新东方美研助教号
回复【资料】获取
添加新东方美研助教号
回复【资料】获取
添加新东方美研助教号
回复【资料】获取
添加新东方美研助教号
回复【资料】获取
添加新东方美研助教号
回复【资料】获取
添加新东方美研助教号
回复【资料】获取
添加新东方美研助教号
回复【资料】获取
添加新东方美研助教号
回复【资料】获取
添加新东方美研助教号
回复【资料】获取
关注新东方在线美研订阅号
回复【GMAT】获取
添加新东方美研助教号
回复【资料】获取
添加新东方美研助教号
回复【资料】获取
添加新东方美研助教号
回复【资料】获取
阅读排行榜
相关内容