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20-Q10 to Q12:
Linda Kerber argued in the mid-
1980’s that after the American Revolution
(1775-1783), an ideology of “republican
Linemotherhood” resulted in a surge of edu-
(5)cational opportunities for women in the
United States. Kerber maintained that
the leaders of the new nation wanted
women to be educated in order to raise
politically virtuous sons. A virtuous citi-
(10)zenry was considered essential to the
success of the country’s republican form
of government; virtue was to be instilled
not only by churches and schools, but
by families, where the mother’s role
(15)was crucial. Thus, according to Kerber,
motherhood became pivotal to the fate
of the republic, providing justification for
an unprecedented attention to female
education.
(20) Introduction of the republican moth-
erhood thesis dramatically changed
historiography.  rior to Kerber’s work,
educational historians barely mentioned
women and girls; Thomas Woody’s 1929
(25)work is the notable exception. Examining
newspaper advertisements for acade-
mies, Woody found that educational
opportunities increased for both girls
and boys around 1750. ointing to “An
(30)Essay on Woman” (1753) as reflecting
a shift in view, Woody also claimed that
practical education for females had
many advocates before the Revolution.
Woody’s evidence challenges the notion
(35)that the Revolution changed attitudes
regarding female education, although it
may have accelerated earlier trends.
Historians’ reliance on Kerber’s “repub-
lican motherhood” thesis may have
(40)obscured the presence of these trends,
making it difficult to determine to what
extent the Revolution really changed
women’s lives.
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Q10:
According to the passage, within the field of educational history, Thomas Woody’s 1929 work was
A. innovative because it relied on newspaper advertisements as evidence
B. exceptional in that it concentrated on the period before the American Revolution
C. unusual in that it focused on educational attitudes rather than on educational practices
D. controversial in its claims regarding educational opportunities for boys
E. atypical in that it examined the education of girls
Answer:B 答案E
黄色部分是我找的文章对应点。B有什么错么？
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Q11:
According to the passage, Kerber argued that political leaders thought that the form of government adopted by the United States after the American Revolution depended on which of the following for its success?
A. Women assuming the sole responsibility for instilling political virtue in children
B. Girls becoming the primary focus of a reformed educational system that emphasized political virtue
C. The family serving as one of the primary means by which children were imbued with political virtue
D. The family assuming many of the functions previously performed by schools and churches
E. Men and women assuming equal responsibility for the management of schools, churches, and the family
Answer: B 答案C
我知道B错了，可是C的children怎么解释？
--------------------------------------------------------------------------------
Q12:
The passage suggests that, with regard to the history of women’s education in the United States, Kerber’s work differs from Woody’s primarily concerning which of the following?
A. The extent to which women were interested in pursuing educational opportunities in the eighteenth century
B. The extent of the support for educational opportunities for girls prior to the American Revolution
C. The extent of public resistance to educational opportunities for women after the American Revolution
D. Whether attitudes toward women’s educational opportunities changed during the eighteenth century
E. Whether women needed to be educated in order to contribute to the success of a republican form of government
Answer: B 答案D
我从红字部分推的答案，B有错么？
还有一个多星期就要考了。。。悲剧。。。
急需NN们赐教 |
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发表于 2010-10-17 20:21:32
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