Question 1

Antonia Castañeda has utilized scholarship from women's studies and Mexican-American history to examine nineteenth-century literary portrayals of Mexican women. As Castañeda notes, scholars of women's history observe that in the Unites States, male novelists of the period─during which, according to these scholars, women's traditional economic role in home-based agriculture was threatened by the transition to a factory-based industrial economy─define women solely in their domestic roles of wife and mother. Castañeda finds that during the same period that saw non-Hispanic women being economically displaced by industrialization, Hispanic law in territorial California protected the economic position of "Californianas" (the Mexican women of the territory) by ensuring them property rights and inheritance rights equal to those of males.

For Castañeda, the laws explain a stereotypical plot created primarily by male, non-Hispanic novelists: the story of an ambitious non-hispanic merchant or trader desirous of marrying an elite Californiana. These novels' favourable portrayal of such women is noteworthy, since Mexican-American historians have concluded that unflattering literary depictions of Mexicans were vital in rallying the United States public's support for the Mexican-American War (18461848). The importance of economic alliances forged through marriages with Californianas explains this apparent contradiction. Because of their real-life economic significance, the Californianas were portrayed more favourably than were others of the same nationality.

The “apparent contradiction” mentioned in line 29 refers to the discrepancy between the

Accepted Answer

literary depiction of elite Californianas and the literary depiction of other Mexican individuals

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legal status of Mexican women in territorial California and their status in the United States

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unflattering depiction of Mexicans in novels and the actual public sentiment about the Mexican-American War

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existence of many marriages between Californianas and non-Hispanic merchants and the strictures against them expressed in novels

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novelistic portrayals of elite Californianas’ privileged lives and the actual circumstances of those lives

Question 2

Antonia Castañeda has utilized scholarship from women's studies and Mexican-American history to examine nineteenth-century literary portrayals of Mexican women. As Castañeda notes, scholars of women's history observe that in the Unites States, male novelists of the period─during which, according to these scholars, women's traditional economic role in home-based agriculture was threatened by the transition to a factory-based industrial economy─define women solely in their domestic roles of wife and mother. Castañeda finds that during the same period that saw non-Hispanic women being economically displaced by industrialization, Hispanic law in territorial California protected the economic position of "Californianas" (the Mexican women of the territory) by ensuring them property rights and inheritance rights equal to those of males.

For Castañeda, the laws explain a stereotypical plot created primarily by male, non-Hispanic novelists: the story of an ambitious non-hispanic merchant or trader desirous of marrying an elite Californiana. These novels' favourable portrayal of such women is noteworthy, since Mexican-American historians have concluded that unflattering literary depictions of Mexicans were vital in rallying the United States public's support for the Mexican-American War (18461848). The importance of economic alliances forged through marriages with Californianas explains this apparent contradiction. Because of their real-life economic significance, the Californianas were portrayed more favourably than were others of the same nationality.

Which of the following could best serve as an example of the kind of fictional plot discussed by Antonia Castañeda?

Accepted Answer

A land speculator of English ancestry weds the daughter of a Mexican vineyard owner after the speculator has migrated to California to seek his fortune.

Answer

A Californian woman of Hispanic ancestry finds that her agricultural livelihood is threatened when her husband is forced to seek work in a textile mill.

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A Mexican rancher who loses his land as a result of the Mexican-American War migrates to the northern United States and marries an immigrant schoolteacher.

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A wealthy Californiana whose father has bequeathed her all his property contends with avaricious relatives for her inheritance.

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A poor married couple emigrate from French Canada and gradually become wealthy as merchants in territorial California.

Question 3

Antonia Castañeda has utilized scholarship from women's studies and Mexican-American history to examine nineteenth-century literary portrayals of Mexican women. As Castañeda notes, scholars of women's history observe that in the Unites States, male novelists of the period─during which, according to these scholars, women's traditional economic role in home-based agriculture was threatened by the transition to a factory-based industrial economy─define women solely in their domestic roles of wife and mother. Castañeda finds that during the same period that saw non-Hispanic women being economically displaced by industrialization, Hispanic law in territorial California protected the economic position of "Californianas" (the Mexican women of the territory) by ensuring them property rights and inheritance rights equal to those of males.

For Castañeda, the laws explain a stereotypical plot created primarily by male, non-Hispanic novelists: the story of an ambitious non-hispanic merchant or trader desirous of marrying an elite Californiana. These novels' favourable portrayal of such women is noteworthy, since Mexican-American historians have concluded that unflattering literary depictions of Mexicans were vital in rallying the United States public's support for the Mexican-American War (18461848). The importance of economic alliances forged through marriages with Californianas explains this apparent contradiction. Because of their real-life economic significance, the Californianas were portrayed more favourably than were others of the same nationality.

Which of the following, if true, would provide the most support for Castañeda’s explanation of the “stereotypical plot” mentioned in lines 18-19?

Accepted Answer

Records from the nineteenth century indicate that some large and valuable properties were owned by elite Californianas in their own right.

Answer

Non-Hispanic traders found business more profitable in California while it was a territory than when it became a state.

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Very few marriages between Hispanic women and non-Hispanic men in nineteenth-century territorial California have actually been documented.

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Unmarried non-Hispanic women in the nineteenthcentury United States were sometimes able to control property in their own right.

Answer

Most of the property in nineteenth-century territorial California was controlled by Hispanic men.

Question 4

Antonia Castañeda has utilized scholarship from women's studies and Mexican-American history to examine nineteenth-century literary portrayals of Mexican women. As Castañeda notes, scholars of women's history observe that in the Unites States, male novelists of the period─during which, according to these scholars, women's traditional economic role in home-based agriculture was threatened by the transition to a factory-based industrial economy─define women solely in their domestic roles of wife and mother. Castañeda finds that during the same period that saw non-Hispanic women being economically displaced by industrialization, Hispanic law in territorial California protected the economic position of "Californianas" (the Mexican women of the territory) by ensuring them property rights and inheritance rights equal to those of males.

For Castañeda, the laws explain a stereotypical plot created primarily by male, non-Hispanic novelists: the story of an ambitious non-hispanic merchant or trader desirous of marrying an elite Californiana. These novels' favourable portrayal of such women is noteworthy, since Mexican-American historians have concluded that unflattering literary depictions of Mexicans were vital in rallying the United States public's support for the Mexican-American War (18461848). The importance of economic alliances forged through marriages with Californianas explains this apparent contradiction. Because of their real-life economic significance, the Californianas were portrayed more favourably than were others of the same nationality.

The primary purpose of the passage is to

Accepted Answer

describe the historical origins of a literary stereotype.

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trace historical influences on the depiction of Mexican Americans in the nineteenth century

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explain how research in history has been affected by scholarship in women's studies

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discuss ways in which minority writers have sought to critique a dominant culture through their writing

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evaluate both sides in a scholarly debate about a prominent literary stereotype

Question 5

When Jamaican-born social activist Marcus Garvey came to the United States in 1916, he arrived at precisely the right historical moment. What made the moment right was the return of African American soldiers from the First World War in 1918, which created an ideal constituency for someone with Garvey's message of unity, pride, and improved conditions for African American communities.

Hoping to participate in the traditional American ethos of individual success, many African American people entered the armed forces with enthusiasm, only to find themselves segregated from white troops and subjected to numerous indignities. They returned to a United States that was as segregated as it had been before the war. Considering similar experiences, anthropologist Anthony F. C. Wallace has argued that when a perceptible gap arises between a culture’s expectations and the reality of that culture, the resulting tension can inspire a revitalization movement: an organized, conscious effort to construct a culture that fulfills longstanding expectations.

Some scholars have argued that Garvey created the consciousness from which he built, in the 1920s, the largest revitalization movement in African American history. But such an argument only tends to obscure the consciousness of identity, strength, and sense of history that already existed in the African American community. Garvey did not create this consciousness; rather, he gave this consciousness its political expression.

According to the passage, which of the following contributed to Marcus Garvey's success?

Accepted Answer

His audience had already formed a consciousness that made it receptive to his message.

Answer

He introduced cultural and historical consciousness to the African American community.

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He believed enthusiastically in the traditional American success ethos.

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His message appealed to critics of African American support for United States military involvement in the First World War.

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He supported the movement to protest segregation that had emerged prior to his arrival in the United States.

Question 6

When Jamaican-born social activist Marcus Garvey came to the United States in 1916, he arrived at precisely the right historical moment. What made the moment right was the return of African American soldiers from the First World War in 1918, which created an ideal constituency for someone with Garvey's message of unity, pride, and improved conditions for African American communities.

Hoping to participate in the traditional American ethos of individual success, many African American people entered the armed forces with enthusiasm, only to find themselves segregated from white troops and subjected to numerous indignities. They returned to a United States that was as segregated as it had been before the war. Considering similar experiences, anthropologist Anthony F. C. Wallace has argued that when a perceptible gap arises between a culture’s expectations and the reality of that culture, the resulting tension can inspire a revitalization movement: an organized, conscious effort to construct a culture that fulfills longstanding expectations.

Some scholars have argued that Garvey created the consciousness from which he built, in the 1920s, the largest revitalization movement in African American history. But such an argument only tends to obscure the consciousness of identity, strength, and sense of history that already existed in the African American community. Garvey did not create this consciousness; rather, he gave this consciousness its political expression.

The passage suggests that many African American people responded to their experiences in the armed forces in which of the following ways?

Accepted Answer

They became aware of the gap between their expectations and the realities of American culture.

Answer

They maintained as civilians their enthusiastic allegiance to the armed forces.

Answer

They questioned United States involvement in the First World War.

Answer

They joined political organizations to protest the segregation of African American troops and the indignities they suffered in the military.

Answer

They repudiated Garvey's message of pride and unity.

Question 7

When Jamaican-born social activist Marcus Garvey came to the United States in 1916, he arrived at precisely the right historical moment. What made the moment right was the return of African American soldiers from the First World War in 1918, which created an ideal constituency for someone with Garvey's message of unity, pride, and improved conditions for African American communities.

Hoping to participate in the traditional American ethos of individual success, many African American people entered the armed forces with enthusiasm, only to find themselves segregated from white troops and subjected to numerous indignities. They returned to a United States that was as segregated as it had been before the war. Considering similar experiences, anthropologist Anthony F. C. Wallace has argued that when a perceptible gap arises between a culture’s expectations and the reality of that culture, the resulting tension can inspire a revitalization movement: an organized, conscious effort to construct a culture that fulfills longstanding expectations.

Some scholars have argued that Garvey created the consciousness from which he built, in the 1920s, the largest revitalization movement in African American history. But such an argument only tends to obscure the consciousness of identity, strength, and sense of history that already existed in the African American community. Garvey did not create this consciousness; rather, he gave this consciousness its political expression.

It can be inferred from the passage that the “scholars” mentioned in the highlight text believe which of the following to be true?

Accepted Answer

Marcus Garvey had to change a number of prevailing attitudes in order for his mass movement to find a foothold in the United States.

Answer

Revitalization resulted from the political activism of returning African American soldiers following the First World War.

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The prevailing sensibility of the African American community provided the foundation of Marcus Garvey’s political appeal.

Answer

Marcus Garvey hoped to revitalize consciousness of cultural and historical identity in the African American community.

Answer

The goal of the mass movement that Marcus Garvey helped bring into being was to build on the pride and unity among African Americans.

Question 8

When Jamaican-born social activist Marcus Garvey came to the United States in 1916, he arrived at precisely the right historical moment. What made the moment right was the return of African American soldiers from the First World War in 1918, which created an ideal constituency for someone with Garvey's message of unity, pride, and improved conditions for African American communities.

Hoping to participate in the traditional American ethos of individual success, many African American people entered the armed forces with enthusiasm, only to find themselves segregated from white troops and subjected to numerous indignities. They returned to a United States that was as segregated as it had been before the war. Considering similar experiences, anthropologist Anthony F. C. Wallace has argued that when a perceptible gap arises between a culture’s expectations and the reality of that culture, the resulting tension can inspire a revitalization movement: an organized, conscious effort to construct a culture that fulfills longstanding expectations.

Some scholars have argued that Garvey created the consciousness from which he built, in the 1920s, the largest revitalization movement in African American history. But such an argument only tends to obscure the consciousness of identity, strength, and sense of history that already existed in the African American community. Garvey did not create this consciousness; rather, he gave this consciousness its political expression.

According to the passage, many African American people joined the armed forces during the First World War for which of the following reasons?

Accepted Answer

They expected to fulfill ideals of personal attainment.

Answer

They wished to escape worsening economic conditions in African American communities.

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They sought to express their loyalty to the United States.

Answer

They hoped that joining the military would help advance the cause of desegregation.

Answer

They saw military service as an opportunity to fulfill Marcus Garvey’s political vision.

Question 9

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.

According to the passage, Kerber maintained that which of the following led to an increase in educational opportunities for women in the United States after the American Revolution?

Accepted Answer

A belief that women needed to be educated if they were to contribute to the success of the nation’s new form of government

Answer

An unprecedented demand by women for greater educational opportunities in the decades following the Revolution

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A new political ideology calling for equality of opportunity between women and men in all aspects of life

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A belief that the American educational system could be reformed only if women participated more fully in that system

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A recognition that women needed to be educated if they were to take an active role in the nation’s schools and churches

Question 10

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.

According to the passage, within the field of educational history, Thomas Woody’s 1929 work was

Accepted Answer

atypical in that it examined the education of girls

Answer

innovative because it relied on newspaper advertisements as evidence

Answer

exceptional in that it concentrated on the period before the American Revolution

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unusual in that it focused on educational attitudes rather than on educational practices

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controversial in its claims regarding educational opportunities for boys

Question 11

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.

The passage suggests that Woody would have agreed with which of the following claims regarding “An Essay on Woman”?

Accepted Answer

It expressed attitudes concerning women's education that were reflected in new educational opportunities for women after 1750.

Answer

It persuaded educators to offer greater educational opportunities to women in the 1750s.

Answer

It articulated ideas about women's education that would not be realized until after the American Revolution.

Answer

It offered one of the most original arguments in favor of women's education in the United States in the eighteenth century.

Answer

It presented views about women's education that were still controversial in Woody's own time.

Question 12

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.

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?

Accepted Answer

The extent of the support for educational opportunities for girls prior to the American Revolution

Answer

The extent to which women were interested in pursuing educational opportunities in the eighteenth century

Answer

The extent of public resistance to educational opportunities for women after the American Revolution

Answer

Whether attitudes toward women’s educational opportunities changed during the eighteenth century

Answer

Whether women needed to be educated in order to contribute to the success of a republican form of government

Question 13

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.

According to the passage, Kerber argued that political leaders thought that the form of government adopted by the United States after the American Revolution depended on which of the following for its success?

Accepted Answer

The family serving as one of the primary means by which children were imbued with political virtue

Answer

Women assuming the sole responsibility for instilling political virtue in children

Answer

Girls becoming the primary focus of a reformed educational system that emphasized political virtue

Answer

The family assuming many of the functions previously performed by schools and churches

Answer

Men and women assuming equal responsibility for the management of schools, churches, and the family

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