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Question 1
D
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Question 2
E
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Question 3
B
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Question 4
D
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C
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Question 6
C
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68% (01:29) correct 32%
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Two works published in 1984 demonstrate contrasting approaches to writing the history of United States women. Buel and Buel’s biography of Mary Fish (1736–1818) makes little effort to place her story in the context of recent historiography on women. Lebsock, meanwhile, attempts not only to write the history of women in one southern community, but also to redirect two decades of historiographical debate as to whether women gained or lost status in the nineteenth century as compared with the eighteenth century. Although both books offer the reader the opportunity to assess this controversy regarding women’s status, only Lebsock’s deals with it directly. She examines several different aspects of women’s status, helping to refine and resolve the issues. She concludes that while women gained autonomy in some areas, especially in the private sphere, they lost it in many aspects of the economic sphere. More importantly, she shows that the debate itself depends on frame of reference: in many respects, women lost power in relation to men, for example, as certain jobs (delivering babies, supervising schools) were taken over by men. Yet women also gained power in comparison with their previous status, owning a higher proportion of real estate, for example. In contrast, Buel and Buel’s biography provides ample raw material for questioning the myth, fostered by some historians, of a colonial golden age in the eighteenth century but does not give the reader much guidance in analyzing the controversy over women’s status.
1. The primary purpose of the passage is to
(A) examine two sides of a historiographical debate
(B) call into question an author’s approach to a historiographical debate
(C) examine one author’s approach to a historiographical debate
(D) discuss two authors’ works in relationship to a historiographical debate
(E) explain the prevalent perspective on a historiographical debate
(A) examine two sides of a historiographical debate
(B) call into question an author’s approach to a historiographical debate
(C) examine one author’s approach to a historiographical debate
(D) discuss two authors’ works in relationship to a historiographical debate
(E) explain the prevalent perspective on a historiographical debate
2. The author of the passage mentions the supervision of schools primarily in order to
(A) remind readers of the role education played in the cultural changes of the nineteenth century in the United States
(B) suggest an area in which nineteenth-century American women were relatively free to exercise power
(C) provide an example of an occupation for which accurate data about women’s participation are difficult to obtain
(D) speculate about which occupations were considered suitable for United States women of the nineteenth century
(E) illustrate how the answers to questions about women’s status depend on particular contexts
(A) remind readers of the role education played in the cultural changes of the nineteenth century in the United States
(B) suggest an area in which nineteenth-century American women were relatively free to exercise power
(C) provide an example of an occupation for which accurate data about women’s participation are difficult to obtain
(D) speculate about which occupations were considered suitable for United States women of the nineteenth century
(E) illustrate how the answers to questions about women’s status depend on particular contexts
3. With which of the following characterizations of Lebsock’s contribution to the controversy concerning women’s status in the nineteenth-century United States would the author of the passage be most likely to agree?
(A) Lebsock has studied women from a formerly neglected region and time period.
(B) Lebsock has demonstrated the importance of frame of reference in answering questions about women’s status.
(C) Lebsock has addressed the controversy by using women’s current status as a frame of reference.
(D) Lebsock has analyzed statistics about occupations and property that were previously ignored.
(E) Lebsock has applied recent historiographical methods to the biography of a nineteenthcentury woman.
(A) Lebsock has studied women from a formerly neglected region and time period.
(B) Lebsock has demonstrated the importance of frame of reference in answering questions about women’s status.
(C) Lebsock has addressed the controversy by using women’s current status as a frame of reference.
(D) Lebsock has analyzed statistics about occupations and property that were previously ignored.
(E) Lebsock has applied recent historiographical methods to the biography of a nineteenthcentury woman.
4. According to the passage, Lebsock’s work differs from Buel and Buel’s work in that Lebsock’s work
(A) uses a large number of primary sources
(B) ignores issues of women’s legal status
(C) refuses to take a position on women’s status in the eighteenth century
(D) addresses larger historiographical issues
(E) fails to provide suffi cient material to support its claims
(A) uses a large number of primary sources
(B) ignores issues of women’s legal status
(C) refuses to take a position on women’s status in the eighteenth century
(D) addresses larger historiographical issues
(E) fails to provide suffi cient material to support its claims
5. The passage suggests that Lebsock believes that compared to nineteenth-century American women, eighteenth-century American women were
(A) in many respects less powerful in relation to men
(B) more likely to own real estate
(C) generally more economically independent
(D) more independent in conducting their private lives
(E) less likely to work as school superintendents
(A) in many respects less powerful in relation to men
(B) more likely to own real estate
(C) generally more economically independent
(D) more independent in conducting their private lives
(E) less likely to work as school superintendents
6. The passage suggests that Buel and Buel’s biography of Mary Fish provides evidence for which of the following views of women’s history?
(A) Women have lost power in relation to men since the colonial era.
(B) Women of the colonial era were not as likely to be concerned with their status as were women in the nineteenth century.
(C) The colonial era was not as favorable for women as some historians have believed.
(D) Women had more economic autonomy in the colonial era than in the nineteenth century.
(E) Women’s occupations were generally more respected in the colonial era than in the nineteenth century.
(A) Women have lost power in relation to men since the colonial era.
(B) Women of the colonial era were not as likely to be concerned with their status as were women in the nineteenth century.
(C) The colonial era was not as favorable for women as some historians have believed.
(D) Women had more economic autonomy in the colonial era than in the nineteenth century.
(E) Women’s occupations were generally more respected in the colonial era than in the nineteenth century.
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01 Oct 2012, 11:48
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Quote:
This is a very tricky question, because in the passage, the comparison goes one way, but in this question, the comparison goes in the opposite direction. In the passage, we get that, compared to eighteenth-century American women, nineteenth-century American women:
* gained autonomy in some areas, especially in the private sphere, [but] they lost it in many aspects of the economic sphere.
* lost power in relation to men, for example, as certain jobs (delivering babies, supervising schools) were taken over by men
* gained power in comparison with their previous status, owning a higher proportion of real estate, for example.
All of those are in the form --- starting from the eighteenth-century American women, how were things different for the nineteenth-century American women?
Then, the question turns things around ---- starting from the nineteenth-century American women, how were things different for the eighteenth-century American women? Everything quoted here has to be reversed --- "more" becomes "less", "gain" becomes "loss", and vice versa. What's extremely tricky about this question is: you have to take the opposite of everything stated in black and white.
Now, with all this in mind, look at (E).
The passage tells us, nineteenth-century American women less likely to work as school superintendents than were eighteenth-century American women. This means that eighteenth-century American women were more likely to work as school superintendents than were nineteenth-century American women. (E) is incorrect.
By contrast, look at (C)
The passage tells us, nineteenth-century American women "lost [autonomy] in many aspects of the economic sphere", so the nineteenth-century American women had less autonomy, less independence, than did the eighteenth-century American women. This means, the eighteenth-century American women were "generally more economically independent" than were the nineteenth-century American women. (C) is correct.
Does all this make sense? Please let me know if anyone reading this has any further questions.
Mike
08 Jul 2014, 07:35
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infotalk
Well, first off try, it's good that you see this question asking you to make an inference based on what's said in the passage.
Now, that does not mean that we need evidence in order to answer this answer.
We need to draw an inference from what's stated in the passage.
Here's the reasoning for Choice C:
"In contrast, Buel and Buel’s biography provides ample raw material for questioning the myth, fostered by some historians, of a colonial golden age in the
eighteenth century but does not give the reader much guidance in analyzing the controversy over women’s status."
When's a time period is described as "Golden Age", the era is thought to be as "very favorable".
Now, "fostered by some historians" = supported by some historians ...
We can rephrase that last sentence as: "B and B's Bio provides ample raw material that goes against the myth, supported by some historians, of a Very Favorable Colonial Time [for women] ... " --- This part is implied towards women of the Colonial Time.
Essentially, that last sentence is rephrased rather fancifully to give the reader a hard time in deciphering its underlying meaning.
When broken down piece-by-piece, Choice C rephrases that last sentence, perfectly.
