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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 08 Oct 2007, 16:24
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.
--------------------------------------------------------------------------------
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

--------------------------------------------------------------------------------
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 an women assuming equal responsibility for the management of schools, churches, and the family

--------------------------------------------------------------------------------
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
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 [#permalink] New post 08 Oct 2007, 17:41
My weakest area - RC :-(

My take:

1. B
2. A
3. D

I will not surprise if all are wrong :-)
I am still trying to get grip on RC.....

- Brajesh
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Re: RC [#permalink] New post 08 Oct 2007, 17:56
bkk145 wrote:
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.
--------------------------------------------------------------------------------
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

--------------------------------------------------------------------------------
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 an women assuming equal responsibility for the management of schools, churches, and the family

--------------------------------------------------------------------------------
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
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 [#permalink] New post 08 Oct 2007, 18:32
I think we need more RC in this forum.. :)
Anyways, I have the OA, but disagree with two of them...I'll post them later. My answers are:
E
A
B
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 [#permalink] New post 08 Oct 2007, 19:02
i agree.. i struggle the most with RC :)

my answers were

E
C
D
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Re: RC [#permalink] New post 08 Oct 2007, 19:46
My Answers are
1. E (Prior to Kerber’s work,
educational historians barely mentioned
women and girls; Thomas Woody’s 1929
(25) work is the notable exception)

2. C (leaders of the new nation wanted
women to be educated in order to raise
politically virtuous sons - virtue was to be instilled
not only by churches and schools, but
by families)


3. B (but i am sure I am wrong) :)
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 [#permalink] New post 09 Oct 2007, 11:10
OA given is
B
C
B

and I do not trust them
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 [#permalink] New post 09 Oct 2007, 11:52
bkk145 wrote:
OA given is
B
C
B

and I do not trust them


RC sucks. i wish OE's were given. what is the source of the questions?
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 [#permalink] New post 09 Oct 2007, 11:58
beckee529 wrote:
bkk145 wrote:
OA given is
B
C
B

and I do not trust them


RC sucks. i wish OE's were given. what is the source of the questions?


It's from Score top
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 [#permalink] New post 28 Nov 2007, 01:26
i go for:

1. E
2. A
3. D
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 [#permalink] New post 28 Nov 2007, 01:27
i go for:

1. E
2. A
3. D
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 [#permalink] New post 28 Nov 2007, 01:27
delated the doubble posts.
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 [#permalink] New post 28 Nov 2007, 02:58
I put down ECB

I can't accept B for the first question. This states that Thomas Woody's 1729 work was exceptional in that it concentrated on the period before the American Revolution. Well, I don't know how it could have concentrated on the period after the American Revolution.

A few people put down A for question 2 - I don't think this can be right because of the word sole. Lines 12 - 14 make clear that the family was one of the instruments of education.

Some said D for question 3. Again I don't think this can be right. Both works argued that attitudes had changed during the 18th century.
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 [#permalink] New post 28 Nov 2007, 09:38
I go for B C D.

For the 1st question, it is between (B) and (E). I think the passage talks more about attitude towards educational opportunities for girls more than the 'examining' the education. There is nowhere in the passage, suggestions about 'Examining the education'. There are no details about education as such.

For the 3rd question, it was between B and D. I now change my mind and think that B is a better bet.
Thomas Woody’s 1929 work is the notable exception. Examining newspaper advertisements for academies, Woody found that educational opportunities increased for both girls and boys around 1750.

Oh, by the way, glad to see an RC. I would like to see more of them.
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 [#permalink] New post 28 Nov 2007, 14:57
eyunni wrote:
I go for B C D.

For the 1st question, it is between (B) and (E). I think the passage talks more about attitude towards educational opportunities for girls more than the 'examining' the education. There is nowhere in the passage, suggestions about 'Examining the education'. There are no details about education as such.

For the 3rd question, it was between B and D. I now change my mind and think that B is a better bet.
Thomas Woody’s 1929 work is the notable exception. Examining newspaper advertisements for academies, Woody found that educational opportunities increased for both girls and boys around 1750.

Oh, by the way, glad to see an RC. I would like to see more of them.


yea I wonder why there are fewer RCs here.
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Re: RC [#permalink] New post 29 Nov 2007, 20:55
bkk145 wrote:
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.
--------------------------------------------------------------------------------
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

--------------------------------------------------------------------------------
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 an women assuming equal responsibility for the management of schools, churches, and the family

--------------------------------------------------------------------------------
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



ECB

Now how is 1: B. E is a great answer in my opinion.
"Prior to Kerber’s work,
educational historians barely mentioned
women and girls; Thomas Woody’s 1929
(25) work is the notable exception."

I guess I can see why B might be an answer, but I think E is more relevant here as its directly stated in the passage! B is more assumed. Please explain why this is B.


2: C
D is incorrect b/c psg never says anything about the past for churches etc...
A: this is incorrect because the passage says that churches and schools are ALSO responsible. A is too extreme. Women "families" are only 1 component of the new policy.


3:B
D. Whether attitudes toward women’s educational opportunities changed during the eighteenth century.

D is incorrect b/c both researches agree that attitudes DID change.

However they disagree with B. The extent of the support for educational opportunities for girls prior to the American 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."



I still can't understand why 1 is B and not E. ARGHHHHH!!!
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 [#permalink] New post 29 Nov 2007, 23:35
tblackbelt
think that this will help you understadn why in Q1 B is correct
Prior to Kerber’s work,
educational historians barely mentioned
women and girls; Thomas Woody’s 1929
(25) work is the notable exception
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 [#permalink] New post 30 Nov 2007, 10:08
BG wrote:
tblackbelt
think that this will help you understadn why in Q1 B is correct
Prior to Kerber’s work,
educational historians barely mentioned
women and girls; Thomas Woody’s 1929
(25) work is the notable exception


exactly my point.

"educational historians barely mentioned
women and girls"


So E would be a valid answer choice here. His works were "out of the ordinary" or atypical.

Additionally, no one cares that woody focused b/f the revolution, but that he focused on women in his time period.

I totally disagree with B on this.
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 [#permalink] New post 02 Dec 2007, 06:12
E.
C.
D
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rc [#permalink] New post 06 Dec 2007, 22:04
More reading comprehension please
rc   [#permalink] 06 Dec 2007, 22:04
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