gwd-20,一篇阅读

good-will

 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

             

1. innovative because it relied on newspaper advertisements as evidence
2. exceptional in that it concentrated on the period before the American Revolution
3. unusual in that it focused on educational attitudes rather than on educational practices
4. controversial in its claims regarding educational opportunities for boys
5. atypical in that it examined the education of girls

这题给出的答案是e,我觉得讲不过去，个人认为应该是b呀

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?

             

1. The extent to which women were interested in pursuing educational opportunities in the eighteenth century
2. The extent of the support for educational opportunities for girls prior to the American Revolution
3. The extent of public resistance to educational opportunities for women after the American Revolution
4. Whether attitudes toward women’s educational opportunities changed during the eighteenth century
5. Whether women needed to be educated in order to contribute to the success of a republican form of government

给出答案是d,个人觉得是b呀， 请大家多提宝贵意见!!

[em11]

tracylxq

我也觉得是D

貌似没有讲到support for educational opportunities

开若兰

QUOTE:

以下是引用good-will在2007-2-3 23:22:00的发言：

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

给出答案是d,个人觉得是b呀， 请大家多提宝贵意见!!

QUOTE:

 

可是我手上的资料里，这道题的参考答案是 B。我也正迷惑在 B 和 D 之间，哪个选项才正确呢！