Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct...

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

(2) The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

(3) Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

(4) Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

According to the passage, one important change in United States education by the 1920's was that _____.

A. the amount of time spent on formal education was limited

B. new regulations were imposed on nontraditional education

C. adults and children studied in the same classes

D. most places required children to attend school

1

NH

Nguyen Hoang Hai

9 tháng 12 2019

Đáp án D

Theo đoạn văn, một sự thay đổi quan trọng trong giáo dục nước Mỹ trước năm 1920 là

Thông tin được tìm thấy ở dòng 2 + 3 đoạn 2: By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened.: Đến năm 1920, việc đến trường học cho đến lúc được 14 tuổi hoặc lâu hơn bị bắt buộc ở mọi bang. => tất cả các nơi đều yêu cầu trẻ em đến trưởng.

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling...

DM

Dương Minh

7 tháng 5 2017

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

(2) The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

(3) Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

(4) Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

It can be inferred from paragraph 1 that one important factor in the increasing importance of education in the United States was _____.

A. the expanding economic problems of schools

B. the growing number of schools in frontier communities

C. an increase in the number of trained teachers

D. the increased urbanization of the entire country

1

NH

Nguyen Hoang Hai

7 tháng 5 2017

Đáp án D

Từ đoạn 1 có thể suy ra rằng, một trong những nhân tố giúp nâng cao tầm quan trọng của giáo dục ở Mỹ là

Thông tin được tìm thây ở dòng 3+4 đoạn (1) Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility.: tốc độ công nghiệp hóa và tầm quan liêu hóa trong đời sống kinh tế kết hợp với việc nâng cao tầm quan trọng của các chứng chỉ và chuyên môn để làm cho việc học trở nên ngày càng quan trọng đối với sự dịch chuyển về kinh tế và xã hội.

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling...

DM

Dương Minh

17 tháng 1 2017

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

(2) The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

(3) Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

(4) Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

Which paragraph mentions the importance of abilities and experience in formal schooling?

A. Paragraph 2

B. Paragraph 4

C. Paragraph 1

D. Paragraph 3

1

NH

Nguyen Hoang Hai

17 tháng 1 2017

Đáp án C

Đoạn văn nào nói về tầm quan trọng của việc đi học

Các key words trong đoạn 1: (1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling...

DM

Dương Minh

13 tháng 9 2017

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

(2) The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

(3) Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

(4) Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

The phrase "coincided with" in paragraph 2 is closest in meaning to _____.

A. happened at the same time as

B. ensured the success of

C. was influenced by

D. began to grow rapidly

1

NH

Nguyen Hoang Hai

13 tháng 9 2017

Đáp án A

- "coincided with st": trùng khớp với, xảy ra đồng thời với

A. happened at the same time as: xảy ra cùng 1 lúc

B. ensured the success of: đảm bảo sự thành công của

C. was influenced by: bị tác động bởi

D. began to grow rapidly: bắt đầu tăng trưởng nhanh chóng

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling...

DM

Dương Minh

26 tháng 5 2018

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

(2) The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

(3) Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

(4) Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

Women were trained to be consumer homemakers as a result of _____.

A. scarcity in the highly industrialized early-twentieth-century United States

B. economic necessity in the highly industrialized early-twentieth-century United States

C. income-producing activities in the highly industrialized early-twentieth-century United States

D. overproduction in the highly industrialized early-twentieth-century United States

1

NH

Nguyen Hoang Hai

26 tháng 5 2018

Đáp án D

Thông tin được tìm thấy ở dòng 4 + 5 đoạn 4: in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Tuy nhiên ở đầu thế kỷ 20 có nền công nghiệp hoá cao, sự sản xuất quá mức thay vì sự khan hiếm đã trở thành một vấn đề. Do đó, người nội trợ Mỹ lý tưởng được xem như là người tiêu dùng chứ không phải là một người sản xuất.

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling...

DM

Dương Minh

7 tháng 12 2019

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

(2) The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

(3) Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

(4) Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

The paragraph preceding the passage probably discusses _____.

A. the industrialization and the bureaucratization of economic life the United States in the nineteen

century

B. the formal schooling in the United States in the nineteen century

C. the urbanization in the United States in the nineteen century

D. the most important means of integrating immigrants into American society in the nineteen century

1

NH

Nguyen Hoang Hai

7 tháng 12 2019

Đáp án B

Đoạn văn trước đoạn văn này có thể thảo luận về…

Với dạng câu hỏi này, ta nhìn 1, 2 cầu đầu tiên của đoạn văn để xem câu dẫn từ đoạn văn trước với đoạn văn này là gì

(1) As the twentieth century began, the importance of formal education in the United States increased.: Bắt đầu thế kỷ 20, tầm quan trọng của việc giáo dục chính quy nhà trường ở Mỹ đã tăng lên.

-> Đoạn văn trước đó có thể thảo luận về giáo dục chính quy tại trường học ở Mỹ thế kỷ XIX.

Thay vì A. C. D.

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling...

DM

Dương Minh

1 tháng 2 2017

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

(2) The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

(3) Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

(4) Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

The word "it" in line 19 refers to _____.

A. education

B. consumption

C. production

D. homemaking

1

NH

Nguyen Hoang Hai

1 tháng 2 2017

Đáp án D

(4) In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home… Trong các nền kinh tế tiền công nghiệp, công việc nội trợ có nghĩa là sản xuất cũng như tiêu thụ hàng hoá, và công việc nội trợ thường bao gồm cả hoạt động sản xuất thu nhập cả trong và ngoài nhà

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.“The economic history of the United States”, one scholar has written, “is the history of the rise and development of the capitalistic system”. The colonists of the eighteenth century pushed forward what those of the seventeenth century have begun: the expansion and elaboration of an economy born in the great age of...

DM

Dương Minh

6 tháng 2 2019

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

“The economic history of the United States”, one scholar has written, “is the history of the rise and development of the capitalistic system”. The colonists of the eighteenth century pushed forward what those of the seventeenth century have begun: the expansion and elaboration of an economy born in the great age of capitalist expansion.

Our excellent natural resources paved the way for the development of abundant capital to increase our growth. Capital includes the tools – such as: machines, vehicles, and buildings – that makes the outputs of labor and resources more valuable. But it also includes the funds necessary to buy those tools. If a society had to consume everything it produced just to stay alive, nothing could be put aside to increase future productions. But if a farmer can grow more corn than his family needs to eat, he can use the surplus as seed to increase the next crop, or to feed workers who build tractors. This process of capital accumulation was aided in the American economy by our cultural heritage. Saving played an important role in the European tradition. It contributed to American’s motivation to put something aside today for the tools to buy tomorrow.

The great bulk of the accumulated wealth of America, as distinguished from what was consumed, was derived either directly or indirectly from trade. Though some manufacturing existed, its role in the accumulation of capital was negligible. A merchant class of opulent proportions was already visible in the seaboard cities, its wealth as the obvious consequence of shrewd and resourceful management of the carrying trade. Even the rich planters of tidewater Virginia and the rice coast of South Carolina finally depended for their genteel way of life upon the ships and merchants who sold their tobacco and rice in the markets of Europe. As colonial production rose and trade expanded, a business community emerged in the colonies, linking the provinces by lines of trade and identity of interest.

It can be inferred from the passage that the European ancestors of early Americans ______.

A. sent many tools to America

B. taught their skills to their offspring

C. were accustomed to saving

D. were good farmers

1

NH

Nguyen Hoang Hai

6 tháng 2 2019

Đáp án C

Thông tin trong đoạn: “This process of capital accumulation was aided in the American economy by our cultural heritage. Saving played an important role in the European tradition.”

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.“The economic history of the United States”, one scholar has written, “is the history of the rise and development of the capitalistic system”. The colonists of the eighteenth century pushed forward what those of the seventeenth century have begun: the expansion and elaboration of an economy born in the great age of...

DM

Dương Minh

17 tháng 12 2019

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

“The economic history of the United States”, one scholar has written, “is the history of the rise and development of the capitalistic system”. The colonists of the eighteenth century pushed forward what those of the seventeenth century have begun: the expansion and elaboration of an economy born in the great age of capitalist expansion.

Our excellent natural resources paved the way for the development of abundant capital to increase our growth. Capital includes the tools – such as: machines, vehicles, and buildings – that makes the outputs of labor and resources more valuable. But it also includes the funds necessary to buy those tools. If a society had to consume everything it produced just to stay alive, nothing could be put aside to increase future productions. But if a farmer can grow more corn than his family needs to eat, he can use the surplus as seed to increase the next crop, or to feed workers who build tractors. This process of capital accumulation was aided in the American economy by our cultural heritage. Saving played an important role in the European tradition. It contributed to American’s motivation to put something aside today for the tools to buy tomorrow.

The great bulk of the accumulated wealth of America, as distinguished from what was consumed, was derived either directly or indirectly from trade. Though some manufacturing existed, its role in the accumulation of capital was negligible. A merchant class of opulent proportions was already visible in the seaboard cities, its wealth as the obvious consequence of shrewd and resourceful management of the carrying trade. Even the rich planters of tidewater Virginia and the rice coast of South Carolina finally depended for their genteel way of life upon the ships and merchants who sold their tobacco and rice in the markets of Europe. As colonial production rose and trade expanded, a business community emerged in the colonies, linking the provinces by lines of trade and identity of interest.

According to the passage, the emergence of a business community in the colonies was a result of _____.

A. efficient saving

B. the immigration

C. the success of production and trade

D. the existence of manufacturing

1

NH

Nguyen Hoang Hai

17 tháng 12 2019

Đáp án C

Thông tin ở đoạn sau: As colonial production rose and trade expanded, a business community emerged in the colonies, linking the provinces by lines of trade and identity of interest.