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CAT RC Practice Sets

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R RC #22
 VARC 100: RC#22
At its core, history is the study of events that happened in the past. In an ideal world, we would know exactly 1. The author implies which of the following?
(A) Dates are not important in history.
T what happened, from beginning to end, and it would be presented in a logical, systematic order. For a young
mind to grasp the complexity of our history requires giving them the tools to assemble the puzzle pieces. Often (B) Historical events are complex and always interconnected.
H taking a prominent position over a whiteboard or across a wall, timelines are one of the most commonplace (C) Implicit messages can be as important as explicit ones.
classroom tools used to teach history. They present a concise chronology with dates and events listed in a linear (D) A study of American history that does not include wars is
E narrative, forming a skeletal story of history. Despite their usefulness in allowing students to gain a cursory incomplete.
knowledge of many key moments in the past, their bare-bones, fact-centered structure is symptomatic of the
2. The author's attitude toward timelines can best be described
myopic character of curricula that emphasize the What, When, and Who and eclipse the significance of Why and
as
V How.
(A) condescending and impertinent
E In the United States, by far the most common brand and format of timeline is the World Almanac for Kids US (B) suspicious and resigned
History Timeline- a banner set of 8 horizontal panels each with 8 events, beginning with Columbus's voyage in (C) wary and portentous
R 1492 and ending with Clinton's election in 1993. This timeline has photos accompanying it—about 5-6 per (D) negative and complacent.
B 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.
A Bolder and more prominently placed than anything else, they seem implied 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
L the viewer with a rigid historical narrative, complete with a beginning and end.

To analyze any particular timeline, it is important to recognize what the timeline expresses implicitly. The first
M implicit message transmitted by the World Almanac for Kids US 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
E American history presented. though no event's entry gives even a vague explanation as to why it merits this. The
N second message the timeline conveys, simply by hanging in the classroom, is that this version of history is an
"official" ones and the only one that matters. 'third, that each of these events happened totally independent of
T one another.
Fourth. that, at most, only one significant event occurred in any given year. And finally, that American history is
O entirely made up of wars and minor baffles, punctuated by the occasional presidential election and
R technological innovation. Now, certainly, one can easily surmise that the timeline is not conscious of these
implications, and instead assumes that the viewer will automatically acknowledge that it is not a comprehensive
history but rather a simple summary of events through time The danger of using the timeline as a teaching tool,
of course, lies squarely in that assumption..
 VARC 100: RC#22
At its core, history is the study of events that happened in the past. In an ideal world, we would know exactly
T what happened, from beginning to end, and it would be presented in a logical, systematic order. For a young
3. The author would most likely agree with all of the following
EXCEPT:
mind to grasp the complexity of our history requires giving them the tools to assemble the puzzle pieces. Often
H taking a prominent position over a whiteboard or across a wall, timelines are one of the most commonplace
(A) There are more than 64 important events in American history.
(B) Some students ascribe importance to prominent graphic
E classroom tools used to teach history. They present a concise chronology with dates and events listed in a linear
position,
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 (C) Timelines have some positive uses.
myopic character of curricula that emphasize the What, When, and Who and eclipse the significance of Why and (D) Unofficial histories have no merit.
V How.
4. According to the passage. A
E In the United States, by far the most common brand and format of timeline is the World Almanac for Kids US problem with timelines is
R History Timeline- a banner set of 8 horizontal panels each with 8 events, beginning with Columbus's voyage in (A) their prominent placement in
classrooms
1492 and ending with Clinton's election in 1993. This timeline has photos accompanying it—about 5-6 per
B panel—next to most of the dates, and below each date is a 1-2 line description of an event that took place in (B) their lack of context
(C) their infinite nature
A 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 implied to be the most important feature of (D) their factual inaccuracy.
L 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.

M 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 US History Timeline is that each event listed on the
E 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
N second message the timeline conveys, simply by hanging in the classroom, is that this version of history is an
T "official" ones and the only one that matters. 'third, that each of these events happened totally independent of
one another.
O 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 baffles, punctuated by the occasional presidential election and
R technological innovation. Now, certainly, one can easily surmise that the timeline is not conscious of these
implications, and instead assumes that the viewer will automatically acknowledge that it is not a comprehensive
history but rather a simple summary of events through time The danger of using the timeline as a teaching tool,
of course, lies squarely in that assumption..
 VARC 100: RC#22
At its core, history is the study of events that happened in the past. In an ideal world, we would know exactly 5. Which of the following could be substituted for the word
T what happened, from beginning to end, and it would be presented in a logical, systematic order. For a young myopic in the first paragraph without changing the meaning of
mind to grasp the complexity of our history requires giving them the tools to assemble the puzzle pieces. Often the passage?
H taking a prominent position over a whiteboard or across a wall, 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 (A) Ignorant
E narrative, forming a skeletal story of history. Despite their usefulness in allowing students to gain a cursory (B) Bigoted
knowledge of many key moments in the past, their bare-bones, fact-centered structure is symptomatic of the (C) Parochial
myopic character of curricula that emphasize the What, When, and Who and eclipse the significance of Why and (D) Astigmatic.
V How.
E In the United States, by far the most common brand and format of timeline is the World Almanac for Kids US
R 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
B 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.
A Bolder and more prominently placed than anything else, they seem implied to be the most important feature of
L 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.

To analyze any particular timeline, it is important to recognize what the timeline expresses implicitly. The first
M implicit message transmitted by the World Almanac for Kids US History Timeline is that each event listed on the
E 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
N second message the timeline conveys, simply by hanging in the classroom, is that this version of history is an
"official" ones and the only one that matters. 'third, that each of these events happened totally independent of
T one another.
O 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 baffles, punctuated by the occasional presidential election and
R technological innovation. Now, certainly, one can easily surmise that the timeline is not conscious of these
implications, and instead assumes that the viewer will automatically acknowledge that it is not a comprehensive
history but rather a simple summary of events through time The danger of using the timeline as a teaching tool,
of course, lies squarely in that assumption..