Timelines are one of the most commonplace classroom tools used to

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This passage is more related to gre than GMAT. The source corps be Manhattan gre and not GMAT.
Options are vocabulary heavy and are not on inference based

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Are we supposed to know words like subliminal and purblind? Can mods please help?

Hello PinakiRDas

We are not supposed to learn these words, this passage is from Manhattan GRE, so a question sometimes could be Off the GMAT.

Regards.

Could you help me with detailed answers for questions 2 and 4 as well?

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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.

summary: timelnes is good way to teach history but they only explain what, when & who and didnt tell anything about 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 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.

Summary: In US, world almanac for kids is used to teach ids history. in which each event is described with 5-6 photosd next to the dates (bold and striking) with 2 lines of description.

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 U.S. 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 independently 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 authors are not consciously promoting these implications, and instead assume that the viewer will automatically acknowledge that it is not a comprehensive history but rather a simple summary of selected events through time. The danger of using the timeline as tool, of course, lies squarely in that assumption. a teaching tool, of course, lies squarely in that assumption.
Summary: Only historical significance event are added in almanac but the basis of that significance is not clear. Events added are the official ones only and independent of each other with imp parts of american history like war and tech revolution. Authors assume that viewers will assume these events as summary of selected events which is a danger as it ies on assumtption of viewer.

1. The author implies which of the following?

(A) Dates are not important in history.
NO: "Timelines are one of the most commonplace classroom tools used to teach history."
(B) Historical events are not interconnected.
NO: Not mentioned anywhere
(C) Implicit messages can be as important as explicit ones.
Correct: "To analyze any particular timeline, it is important to recognize what the timeline expresses implicitly."
(D) A study of American history that does not include women and minorities is incomplete.
NO: Not mentioned anywhere
(E) American history is best thought of as a linear continuum of events.

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 critical
Correct as author is cautious and critical of timelines.
(E) negative and complacent

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

(A) There are more than 64 important events in American history.
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
(B) Some students ascribe importance to prominent graphic position.
(C) Timelines have some positive uses.
They present a concise chronology with dates and events listed in a linear narrative, forming a skeletal story of history. Despite their usefulness
(D) Timelines have no subliminal effects.
They do as mentioned in passage "To analyze any particular timeline, it is important to recognize what the timeline expresses implicitly."
(E) Demonstrating how events interconnect has merit.
eclipse the significance of Why and How.