Often taking a prominent position over a whiteboard or across a wall,

Question

Often taking a prominent position over a whiteboard or across a wall, timelines are one of the most commonplace classroom tools used to teach history. They present a concise chronology with dates and events listed in a linear narrative, forming a skeletal story of history. Despite their usefulness in allowing students to gain a cursory knowledge of many key moments in the past, their bare-bones, fact-centered structure is symptomatic of the myopic character of curricula that emphasize the What, When, and Who and eclipse the significance of Why and How. In the United States, by far the most common brand and format of timeline is the World Almanac for Kids US History Timeline—a banner set of 8 horizontal panels each with 8 events, beginning with Columbus’s voyage in 1492 and ending with Clinton’s election in 1993. This timeline has photos accompanying it—about 5–6 per panel—next to most of the dates, and below each date is a 1–2 line description of an event that took place in that year. What immediately commands one’s attention when looking at this timeline are the dates themselves. Bolder and more prominently placed than anything else, they seem implied to be the most important feature of the timeline—even more so than the events’ descriptions. The way the dates line up in perfect order presents the viewer with a rigid historical narrative, complete with a beginning and end.

To analyze any particular timeline, it is important to recognize what the timeline expresses implicitly. The first implicit message transmitted by the World Almanac for Kids US History Timeline is that each event listed on the timeline’s face must hold some kind of particular historical significance to qualify as one of only 64 pieces of American history presented, though no event’s entry gives even a vague explanation as to why it merits this. The second message the timeline conveys, simply by hanging in the classroom, is that this version of history is an “official” one. Third, that each of these events happened totally independent of one another.

Fourth, that, at most, only one significant event occurred in any given year. And finally, that American history is entirely made up of wars and minor battles, punctuated by the occasional presidential election and technological innovation. Now, certainly, one can easily surmise that the timeline is not conscious of these implications, and instead assumes that the viewer will automatically acknowledge that it is not a comprehensive history but rather a simple summary of events through time. The danger of using the timeline as a teaching tool, of course, lies squarely in that assumption.    1 
 1. The author implies which of the following?

(A) Dates are not important in history.
(B) Historical events are not interconnected.
(C) Implicit messages can be as important as explicit ones.
(D) A study of American history that does not include women and minorities is incomplete.
(E) American history is best thought of as a linear continuum of events.

2 
 2. The author’s attitude toward timelines can best be described as

(A) condescending and impertinent
(B) tolerant and bemused
(C) suspicious and resigned
(D) wary and portentous
(E) negative and complacent

3 
 3. The author would most likely agree with all of the following EXCEPT:

(A) There are more than 64 important events in American history.
(B) Some students ascribe importance to prominent graphic position.
(C) Timelines have some positive uses.
(D) Timelines have no subliminal effects.
(E) Unofficial histories have merit.

4 
 4. According to the passage, a problem with timelines is

(A) their prominent placement in classrooms
(B) their lack of context
(C) their infinite nature
(D) their factual inaccuracy
(E) their inclusion of photos

5 
 5. Which of the following could be substituted for the word myopic without changing the meaning of the passage?

(A) ignorant
(B) bigoted
(C) purblind
(D) astigmatic
(E) mordant

RC Butler 2023  -  Practice Two RC Passages Everyday.   
Passage # 117 Date: 24-Apr-2023
 This question is a part of RC Butler 2023 .  Click here for Details

Manhattan GRE 5 Ib.

mitul19 · Answer

Could you please post explanation for Q1 ?

Jiyaa22 · Answer

please explain ques 2 & 4

Sajjad1994 · Answer

Official Explanation

1. The author implies which of the following?

Explanation

The  last paragraph  devotes itself to highlighting the problematic implicit messages of timelines.

(A)  is a distortion; the author does not claim dates are unimportant but that historical study should go far beyond mere dates.

(B)  and  (E)  are backwards, as these are two of the implicit messages that the author rejects.

(D) , while quite likely, does not have to follow — the author implies that there is more to history than  wars and minor battles, punctuated by the occasional presidential election and technological innovation  but does not specify that content.

Answer: C

Sajjad1994 · Answer

Official Explanation

2. The author’s attitude toward timelines can best be described as

Explanation

Essentially, this question tests vocabulary. The point of the passage is the problems with timelines, and the ending is a warning — portentous can mean  “ominously significant.”  The words in  (A)  would never describe a GRE author.

In  (B) , the author is not bemused, or amused, at all. Nor is the author resigned or complacent.

Answer: D

(Note: This is a GRE Based question and can be ignored for the purpose of GMAT)

Sajjad1994 · Answer

Official Explanation

4. According to the passage, a problem with timelines is

Explanation

In the  last paragraph , a listed implicit flaw is that the events are presented as independent — without context. The passage mentions their prominent placement  (A)  and use of photos  (E) , but does not suggest that these are the problems.

(C)  is false, as the passage states these timelines had beginnings and ends. Regarding  (D) , the author does not challenge the factual accuracy of timelines.

Answer: B

kop18 · Answer

Hi  Sajjad1994 ,

Please can u explain the 5th question? This question seems to be paying a lot of attention to vocab and seems more suited for GRE?

Please let me know what you think.

Sajjad1994 · Answer

Yes! It is a GRE-based question and you can let it go for the purpose of GMAT.

Alka10 · Answer

HI  Sajjad1994 , Can you please help with Q3. - I couldnt validate B, D and E - couldn't locate in the passage.
I was able to reject A and C , can you please explain?

Thanks
Alka

Sajjad1994 · Answer

Official Explanation

3. The author would most likely agree with all of the following EXCEPT:

Difficulty Level:   650-700

Explanation

The  last paragraph  discusses the negative implicit — or subliminal — issues with timelines. In that paragraph, since the author indicates that an implicit flaw is showing  “only”  64 events, it must follow that there are more.  (A)  is out.

In the  second paragraph , the author worries that the prominence of the dates will draw too much attention, so  eliminate (B) .

In the  first paragraph , the author says, Despite their usefulness in allowing students to gain a cursory knowledge… This means that timelines have some positive uses. cross off  (C) .

As for  (E) , in the  last paragraph , a flaw cited is that timelines portray an  “official”  history; thus, unofficial histories must have virtues.

Answer: D

MadanPrerana · Answer

This passage jas 2 questions from GRE. How can a GMAT test taker filter out the GRE questions on the forum quiz? 
It gets confusing for the student to filter out which questions to focus on and which to ignore.

Often taking a prominent position over a whiteboard or across a wall,

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Often taking a prominent position over a whiteboard or across a wall,

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