四、竹東水泥廠支部鄭香廷等案(1951)

貳、申論（一題 20 分，共 80 分）一、請以課綱條目「歷 Mb-V-3 反殖民運動的發展」所涵蓋的課程內容為核 心，設計一份 50 分鐘的教學活動計畫，計畫內容請至少包含：1、教學 活動（需包含準備活動、發展活動、綜合活動三個部分，且要指出每部 分規劃的教學時間）；2、參考資料（至少一項）。

二、請運用以下提供資料，設計一道「竹東高中定期評量試題」，題目類型 可為單一選擇題、多重選擇題或混合手寫題，並請寫明試題類型、試題 答案、解析及其給分標準。       四川省人口在明代後期，大約在 300 萬上下。明神宗萬曆六年 （1578），約為 310 萬。嗣後，以兵亂匪劫相繼，人口自難免有所損 失。但最大的傷害，為崇禎年間的流寇，特別是崇禎十七年（1644） 張獻忠再度入川，佔據重慶。所至州縣，恣意屠殺，川人死亡慘重。 迨清朝平定流寇之後，直到順治十八年（1611）呈報戶口，四川僅 存 16000 餘人。此數字自然不可靠，因許多地區根本沒建立行政組 織，戶口自然還沒辦法調查。且甫經平定，殘存者劫後餘生，或逃 亡叢山峻嶺中，尚未完全歸來。然據此數字，仍可想及經張獻忠屠 殺之後，四川人口凋零。       由於自然環境優良，清廷採取積極政策，鼓舞獎勵各省向四川 移民。康熙末年，四川人口已達 40 萬。雍正元年（1723）到乾隆五 十年（1785），約 70 年間，更增至 950 萬。迄道光三十年（1850）， 又增至 4400 餘萬。道光三十年後，增加趨緩，至宣統二年（1910） 僅至 5000 萬左右。

三、請敘述 1493 年哥倫布大交換帶來的動物、植物、病菌、文化、人群、 流行疾病、觀念等形成，及如何影響歐洲興起，帝國殖民甚至全球化的 現象。

四、請敘述並分析東亞冷戰時期的政治局勢，其對東亞國際關係、政治、經濟、社會、思想帶來的發展與影響。

六、混合題出題 （10%）說明：請仔細閱讀以下文章後（＊無須改寫＊），設計 5 題符合大考新式學測的混合題題組。 出題類型請盡量多元，包含選擇題、填充題、簡答題、整合歸納題型等等。（請附答案。）

七、課程設計（20%）(5% for the course design table; 15% for the explanatory passage)● Please design a 6-week elective course for 10th graders. This course is supposed to equip students with knowledge about Sustainable Development Goals proposed by the United Nations. ● Please focus on Goal 7: Affordable and Clean Energy.  ● In your answer, please first fill in the table with the necessary information for a 6-week course design and provide a short passage of no more than 250 words explaining your ideas based on your table.

八、英文寫作 (model essay 10% ; strategies 10%) Please first (1) write a model essay on the following topic (200-250 words in length) and then (2) illustrate how you will teach your students to write an essay as the one below.提示：右表顯示美國 18 至 29 歲的青年對不 同類別之新聞的關注度統計。請依據圖表內容寫一篇英文作文，文長至少 120 個單詞。 文分二段，第一段描述圖表內容，並指出關注度較高及偏低的類別；第二段則描述在這 六個新聞類別中，你自己較為關注及較不關注的新聞主題分別為何，並說明理由。

VI. Test Design 20%Please summarize the following article in 200 to 250 words (8%). Based on your summary, design FIVE cloze test questions (7%) and ONE mixed question (混合題) (5%) for PTHS 12th graders. The cloze test questions should each have four options and the correct answers should be included.       Hot chili peppers can illicit big reactions: flushing in the face and ears, panting, tearing up, sweating, and maybe even some swearing. Chilis are inherently dramatic—and even by its own standards, the peppers have had an explosive couple of years.       Severe climate conditions might cause another shortage of sriracha hot sauce after a lapse in 2022 for the same reason. In 2023, a product with a single tortilla chip made with two of the hottest peppers in the world was pulled from shelves “out of an abundance of caution,” though a 14-year-old’s family says he died after eating the chip. Meanwhile, over the last year or so, panic that peppers are being purposefully grown to be less spicy have been inflamed by conspiracy theorists.      On the other hand, certain farmers are pushing back on the alleged “weakening” of peppers by cultivating barely-fit-for-human-consumption levels of heat. There’s also the popularity of viral internet series like “Hot Ones,” where celebrities eat chicken wings basted in hotter and hotter sauces, and “hot” snack varieties that have grown to include Cinnefuego Toast Crunch and Carolina Reaper chocolate.            Regardless of whether you prefer milder peppers or boundary-pushing spice, it seems like there is less and less middle ground for the curious foodie. Do you have to settle for only mild or life-choice-questioning hot, with nothing in between? And is our understanding of a chili’s heat— largely through the 112-year-old Scoville measurement process—even accurate?       “There’s no denying things are going in two different directions,” says Ted Ballweg, chili farmer and owner of Savory Accents. There are two camps, he says: one that prefers flavor over heat, and the other pushing the limits of how spicy chilis can be.       For those of us noticing weaker chilis at the supermarket, something else might be at play. As food historian and novelist David DeWitt, known as “The Pope of Peppers,” points out, part of the reason is simple profit.       “Generally, the larger the chili, the milder it is,” says DeWitt. “These days, jalapeños are getting to be about six inches long, when they used to be about three. Farmers are deliberately breeding for larger pods because they get paid by the poundage. Larger chilis weigh more, so they get paid more.”       Brad Rubin, Agri-Food Institute sector manager at Wells Fargo, told the Food Institute that yes, peppers are getting bigger and less flavorful because larger, more consistently spicy peppers sell better in stores.       To be clear though, DeWitt says in his experience he hasn’t found products like sriracha (which uses very common serrano peppers) to be any less spicy than before. Abstracted from National Geography

VII. Unit Design 20%Please identify ONE core concept from the unit “Mammon and the Archer.” (e.g. competencies, genre, discourse, critical thinking, language skills, etc.) Then, design a FOUR-period course based on the core concept within the reading text. Teaching objectives, activities, and assessment must be included. VIII. Curriculum Design 20% Reflect on your teaching experiences over the course of the past years. Is there anything that you wish to teach your students but didn’t because of the lack of time. Please design a 6-8 week elective course for PTHS 12th graders as a graduation gift from you. Course description, objectives, syllabus, activities, and assessment must be included. Old Anthony Rockwall was a successful millionaire who believed money could solve any problem. Therefore, when he noticed that his son, Richard, had been quite upset lately, he assured him that money could be the solution to all his troubles. Richard, however, disagreed. “There are some things that money can’t accomplish,” he replied. “Tell me something money won’t buy,” Anthony challenged. Richard told his father that money couldn’t buy time. He then explained that he was desperately in love with Miss Lantry but had had no chance to express his feelings. The reason was that Miss Lantry was a popular socialite and every moment of hers was filled with engagements. Furthermore, she was going to depart for Europe in two days and would stay there for two years. The only time Richard and she could be alone was a few minutes the next evening, when the two would take a cab together to the theater— hardly enough time for him to declare his love. As Richard and Miss Lantry were on their way to the theater, Richard accidentally dropped the ring. He got out of the cab to look for it, and when he returned with the ring, a car stopped right in front of them. The cab driver tried to pass the car but was cut off by a wagon. Soon, the cab got stuck in a traffic jam. As they waited for the road to clear, Miss Lantry was curious about the ring and asked if she could see it.... Later that evening, Aunt Ellen informed Anthony that Richard and Miss Lantry were engaged. She described the traffic jam and how it had given Richard the time to propose to Miss Lantry. She announced that it was the ring, a symbol of love, that had brought the pair together. Anthony did not argue with her. He just said that he was glad to see the boy get what he wanted.       The next day, a man showed up at Anthony’s house to report how much money he had paid drivers and policemen to create the traffic jam. The millionaire gave the man a check and jokingly asked if he had seen a naked fat boy shooting arrows at the scene of the traffic jam. “No,” said the man, confused. Anthony laughed, satisfied with himself for having proven that money could buy time. However, was it money or the ring that brought love?

VIII. Curriculum Design 20%Reflect on your teaching experiences over the course of the past years. Is there anything that you wish to teach your students but didn’t because of the lack of time. Please design a 6-8 week elective course for PTHS 12th graders as a graduation gift from you. Course description, objectives, syllabus, activities, and assessment must be included.

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