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

i agree.. i struggle the most with RC

my answers were

E
C
D

OA given is
B
C
B

and I do not trust them

It's from Score top

i go for:

1. E
2. A
3. D

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.

yea I wonder why there are fewer RCs here.

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

E.
C.
D