GWD-20-12

remondxz

    

Q10 to Q12:

    

      Linda Kerber argued in the mid-

    

            1980’s
that after the American Revolution

    

            (1775-1783),
an ideology of “republican

    

Line     motherhood” 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.  Prior 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.  Pointing 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.

    

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?

    

                       

    

1. The extent to which women were interested in pursuing
        educational opportunities in the eighteenth century
2. The extent of the support for educational opportunities for
        girls prior to the American Revolution
3. The extent of public resistance to educational opportunities
        for women after the American Revolution
4. Whether attitudes toward women’s educational opportunities
        changed during the eighteenth century
5. Whether women needed to be educated in order to contribute to
        the success of a republican form of government

此题的答案是D
想问一下为什么不是B

我觉得文章从头到尾讲的女性教育机会的变化都是在18世纪，无非矛盾的焦点集中在: 

Kerber认为变化发生在American Revolution (1775-1783)之后，

而Woody认为变化在Revolution之前的 1753年（"An Essay on Women")

所以题目问Kerber的观点对比Woody的主要区别在哪里？
我认为是以Revolution为分界的，所以我选B,
而D中的整个18世纪态度是否变化，我觉得Kerber & Woody 两者都认为是变化了的。

remondxz

没人搭理阿， 好惨，是不是大家觉得没什么问题啊。求助阿

liyang_bb

同问？

nickynicky

我也选Ｂ啊。有没有人能帮忙ｃｏｎｆｉｒｍ一下？

skyyuki11

up

PrinceD

woody的观点是重视女性教育的趋势在美国革命前就存在了。并没有谈到这个趋势是不是在18世纪早些时候出来的，还是17世纪就有了。
所以D是没有更具的。

Kerber和Woody分歧的关键是在于是不是美国革命后的Republic Motherhood导致了妇女教育被重视。