GWD7-Q12

laihuiyuan

Linda Kerber argued in the mid-1980’s that after the American Revolution (1775-1783), an ideology of “republican motherhood” resulted in a surge of educational 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 citizenry 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 was crucial.
Thus, according to Kerber, motherhood became pivotal to the fate of the republic, providing justification for an unprecedented attention to female education.

Introduction of the republican motherhood thesis dramatically changed historiography.
Prior to Kerber’s work, educational historians barely mentioned women and girls; 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.
Pointing to “An 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 that the Revolution changed attitudes regarding female education, although it may have accelerated earlier trends. Historians’ reliance on Kerber’s “republican motherhood” thesis may have obscured the presence of these trends, making it difficult to determine to what extent the Revolution really changed women’s lives.

Q12:

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

答案是B

其实做这道题我很不清楚的呀，虽然我文章看的很明白~~请问从哪里看出是选B呢？

fangzep

这题我也不太明白，看着前几个都不像，E又不太明白为什么？ 有没有好心人帮忙看一下呀？

painsper

最后一句话该怎么理解呢？？

jianglxiang

最后一句话：历史学家对K的”Republican motherhood”观点的信赖很可能掩盖了已有的趋势（指的是上一句中的美国独立战争之前就有的female education的趋势，也就是W的观点），因此导致难以确定美国独立战争到底在多大程度上改变了妇女的生活。

选B的原因：第一段中K认为“an ideology of “republican motherhood” resulted in a surge of educational opportunities for women in the United States.”第二段中W认为“practical education for females had many advocates before the Revolution”。因此二者对 educational opportunities for girls prior Revolution的支持程度观点不同。

sunny9653

GWD解题里说这题的答案是D，我也觉得是D.到底是啥？

xiangzhengj

我觉得D选项说的是 Whether changed during the eighteenth century
文章两个观点都说的十八世纪（一个说是在American Revolution (1775-1783)之后，还有一个是Woody found that educational opportunities increased for both girls and boys around 1750 都是十八世纪）~所以不存在不同

huangluyao

我想D)的问题是Whether attitudes toward women’s educational opportunities changed during the eighteenth century，重心在是否change而不是eighteenth century。如果这个角度上来说D)是正确的。
但是我对问题的理解有所不同：Kerber’s work differs from Woody’s primarily concerning which of the following。这里问的是Woody的primary concern而不是Kerber的。Kerber的很显然是attitude的change，但是Woody的应该是the extend of the educational opportunities ，因为他并没有认为revolution前后有attitude的change。所以我认为B)应该是正确选项。
大家请继续讨论。

hangtianyuan

LK观点：独立战争后美国妇女教育机会增加了，且领导人希望妇女受教育in order to ...（这也是一种对于妇女教育的态度）
TW观点：1750年左右男女教育机会都增加了，且因为1753年的一个文章反映的观点变化，表明女性的Practical Edu也增加了。
所以：
1750年左右男女教育机会都增加了 -》 challenge：独立战争改变了人们对于妇女教育的态度。
且因为1753年的一个文章反映的观点变化，表明女性的Practical Edu也增加了 -》 独立战争有可能加速了态度变化的早期趋势。


因为LK的观点比较笼统（没有说明妇女教育增加的具体信息是什么），所以这也是为什么历史学家依赖于LK观点的话，就搞不清楚到底这些趋势出现在什么时候，也很难判断到底独立战争如何改变了妇女生活。
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B：说的是独立战争之前的事情。
D：LK只是维持一种对于态度的观点，并没有提到“这种态度”是否在变化，而TW提到了。所以这就是二人观点不同的地方。


所以选D。