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Linda Kerber argued in the mid- 1980's that after the

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Linda Kerber argued in the mid- 1980's that after the [#permalink] New post 14 Jan 2008, 15:33
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
oolitically 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 motherhood
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 academies.
Woody found that educational
opportunities increased for both girls
and boys around 1750. pointing to “An
(30) Essay on Woman” (1753) as reflecting
a shirt 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 Revgolution changed attiludes
regarding female education, although it
may have accelerated earlier trends.
Historians’ reliance on Kerber’s “republican
mother hood” 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.
Q6.
According to the passage, kerber main-
Tained that which of the following led to
An increase in educational opportunities
For women in the United States after the
American Revolution?
A. An unprecedented demand by women
For greater educational opportunities
In the decades following the Revolution
B. A new political ideology calling for
Equality of opportunity between
Women and men in all aspects of life
C. A belief that the American educational
system could be reformed only if
Women participated more fully in
that system
D A belief that women needed to be
educated if they were to contribute
to the success of the nation’s new
form of government.
E. A recognition that women needed to
be educated if they were to take an
active role in the nation’s schools
and churches.
Q7.
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 pri-
Mary 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
Q8.-
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

Q9.
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
Linda Kerber argued in the mid- 1980's that after the   [#permalink] 14 Jan 2008, 15:33
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