經(jīng)典：考研英語閱讀高難試題模板分析經(jīng)典：考研英語閱讀高難試題模板分析Model1[歷史學(xué)]題目序號題型歸類第1題中心主旨題型第2題細(xì)節(jié)推導(dǎo)題型第3題段落間關(guān)系題型第4題審題定位題型第5題段落間關(guān)系與指代詞題型BetweentheeighthandeleventhcenturiesA.D.,theByzantineEmpirestagedanalmostunparalleledeconomicandculturalrevival,arecoverythatisallthemorestrikingbecauseitfollowedalongperiodofsevereinternaldecline.Bytheearlyeighthcentury,theempirehadlostroughlytwo-thirdsoftheterritoryithadpossessedintheyear600,anditsremainingareawasbeingraidedbyArabsandBulgarians,whoattimesthreatenedtotakeConstantinopleandextinguishedtheempirealtogether.Thewealthofthestateanditssubjectswasgreatlydiminished,andartisticandliteraryproductionhadvirtuallyceased.Bytheearlyeleventhcentury,however,theempirehadregainedalmosthalfofitslostpossessions,itsnewfrontiersweresecure,anditsinfluenceextendedfarbeyonditsborders.Theeconomyhadrecovered,thetreasurywasfull,andartandscholarshiphadadvanced.ToconsidertheByzantinemilitary,cultural,andeconomicadvancesasdifferentiatedaspectsofasinglephenomenonisreasonable.Afterall,thesethreeformsofprogresshavegonetogetherinanumberofstatesandcivilizations.RomeunderAugustusandfifth-centuryAthensprovidethemostobviousexamplesinantiquity.Moreover,anexaminationoftheapparentsequentialconnectionsamongmilitary,economic,andculturalformsofprogressmighthelpexplainthedynamicsofhistoricalchange.ThecommonexplanationoftheseapparentconnectionsinthecaseofByzantiumwouldrunlikethis:whentheempirehadturnedbackenemyraidsonitsownterritoryandhadbeguntoraidandconquerenemyterritory,Byzantineresourcesnaturallyexpandedandmoremoneybecameavailabletopatronizeartandliterature.Therefore,Byzantinemilitaryachievementsledtoeconomicadvances,whichinturnledtoculturalrevival.Nodoubtthishypotheticalpatterndidapplyattimesduringthecourseoftherecovery.Yetitisnotclearthatmilitaryadvancesinvariablycamefirst.Economicadvancessecond,andintellectualadvancesthird.Inthe860’stheByzantineEmpirebegantorecoverfromArabincursionssothatby872themilitarybalancewiththeAbbasidCaliphatehadbeenpermanentlyalteredintheempire’sfavor.Thebeginningoftheempire’seconomicrevival,however,canbeplacedbetween810and830.Finally,theByzantinerevivaloflearningappearstohavebegunevenearlier.Anumberofnotablescholarsandwritersappearedby788and,bythelastdecadeoftheeighthcentury,aculturalrevivalwasinfullbloom,arevivalthatlasteduntilthefallofConstantinoplein1453.ThusthecommonlyexpectedorderofmilitaryrevivalfollowedbyeconomicandthenbyculturalrecoverywasreversedinByzantium.Infact,therevivalofByzantinelearningmayitselfhaveinfluencedthesubsequenteconomicandmilitaryexpansion.Whichofthefollowingbeststatesthecentralideaofthetext?[A]TheByzantineEmpirewasauniquecaseinwhichtheusualorderofmilitaryandeconomicrevivalprecedingculturalrevivalwasreversed.[B]Theeconomic,cultural,andmilitaryrevivalintheByzantineEmpirebetweentheeighthandeleventhcenturieswassimilarinitsordertothesequenceofrevivalinAugustanRomeandfifth-centuryAthens.[C]After810Byzantineeconomicrecoveryspurredamilitaryand,later,culturalexpansionthatlasteduntil1453.[D]TherevivaloftheByzantineEmpirebetweentheeighthandeleventhcenturiesshowsculturalrebirthprecedingeconomicandmilitaryrevival,thereverseofthegenerallyacceptedsequenceofprogress.ItcanbeinferredfromthetextthattheByzantineEmpiresustainedsignificantterritoriallosses[A]in600.[B]duringtheseventhcentury.[C]acenturyaftertheculturalachievementsoftheByzantineEmpirehadbeenlost.[D]soonaftertherevivalofByzantinelearning.Inthethirdparagraph,theauthormostprobablyprovidesanexplanationoftheapparentconnectionsamongeconomic,military,andculturaldevelopmentinorderto[A]suggestthattheprocessofrevivalinByzantiumaccordswiththismodel.[B]setupanorderofeventsthatisthenshowntobenotgenerallyapplicabletothecaseofByzantium.[C]castaspersionsontraditionalhistoricalscholarshipaboutByzantium.[D]suggestthatByzantiumrepresentsacaseforwhichnohistoricalprecedentexists.WhichofthefollowingdoestheauthormentionascrucialevidenceconcerningthemannerinwhichtheByzantinerevivalbegan?[A]TheByzantinemilitaryrevivalofthe860’sledtoeconomicandculturaladvances.[B]TheByzantineculturalrevivallasteduntil1453.[C]TheByzantineeconomicrecoverybeganinthe900’s.[D]TherevivalofByzantinelearningbegantowardtheendoftheeighthcentury.Accordingtotheauthor,“Thecommonexplanation”(line1,paragraph3)ofconnectionsbetweeneconomic,military,andculturaldevelopmentis[A]revolutionaryandtoonewtohavebeenappliedtothehistoryoftheByzantineEmpire.[B]reasonable,butanantiquatedtheoryofthenatureofprogress.[C]notapplicabletotheByzantinerevivalasawhole,butdoesperhapsaccuratelydescribelimitedperiodsduringtherevival.[D]equallyapplicabletotheByzantinecaseasawholeandtothehistoryofmilitary,economic,andculturaladvancesinancientGreeceandRome.[答案與考點(diǎn)解析]【答案】D【考點(diǎn)解析】這是一道中心主旨題。本文的中心主旨句在尾段的倒數(shù)第二句。如果考生能夠識別出本文的中心主旨句，就會迅速地推導(dǎo)出本題的正確答案D?？忌诮忸}時應(yīng)首先尋找出全文的中心主旨句。【答案】B【考點(diǎn)解析】這是一道細(xì)節(jié)推導(dǎo)題。從題干中的“territoriallosses”可迅速確定本題答案信息的來源在第一段的第二句。通過仔細(xì)閱讀本句的內(nèi)容并且進(jìn)行深入的推導(dǎo)就可得出本題的正確選項B?？忌诮忸}時應(yīng)該善于依據(jù)原文的內(nèi)容進(jìn)行深入地推導(dǎo)?！敬鸢浮緽【考點(diǎn)解析】本題是一道段落之間的關(guān)系題型。旨在考察學(xué)生的語言基本功，尤其是考察學(xué)生對段落之間相互關(guān)系理解和掌握的能力，這是一道比較難的題。本文第三段主要向我們介紹一種“commonexplanation”（通常的解釋）。根據(jù)一般的行文規(guī)律，介紹“common”（通常的）是為了文章接下來闡述“不通常的”內(nèi)容做一個鋪墊，也是為了進(jìn)行鮮明的對照和對比。這是考生在解答閱讀題時需要掌握的一個規(guī)律。如果考生懂得這個規(guī)律并且把第三段和第四聯(lián)系起來加以閱讀和理解就不難得出本文的正確選項B?？忌诮忸}時一定要牢記平時所積累的解題技巧和方法，尤其是要注意一些規(guī)律性的解題技巧和方法?！敬鸢浮緿【考點(diǎn)解析】這是一道審題定位題。根據(jù)題干中的“concerningthemannerinwhichtheByzantinerevivalbegan”可將本題的答案信息迅速確定在本文的尾段。本題具體的答案信息在尾段的倒數(shù)第三句。因?yàn)槲捕蔚牡箶?shù)第二句是全文的中心主旨句，所以支持全文中心主旨句的最主要證據(jù)本應(yīng)在該句之前。由于本題的題干涉及“Byzantinerevivalbegan”，故本題的答案應(yīng)該是強(qiáng)調(diào)“拜占庭帝國文化復(fù)興開始時間”的選項D?？忌诮忸}時一定要對段落的行文發(fā)展和結(jié)構(gòu)有所把握，這樣才能迅速地審題定位?！敬鸢浮緾【考點(diǎn)解析】這是一道段落間關(guān)系與指代詞題型。題干中的“commonexplanation”將我們帶到了本文的第三段。但是本文提到“commonexplanation”的目的是要講這種“commonexplanation”不能完全應(yīng)用到拜占庭帝國的復(fù)興。第四段的前三句是作者對這種“commonexplanation”的具體態(tài)度和觀點(diǎn)。尾段首句中的指代詞“this”和“attimes”對我們推導(dǎo)本題的正確選項C起了重要的作用?？忌诮忸}時一定要牢記原文作者的寫作意圖，要十分重視段落之間的相互關(guān)系。[參考譯文]在8—11世紀(jì)之間，拜占庭帝國出現(xiàn)了一次無與倫比的經(jīng)濟(jì)和文化復(fù)興，這次復(fù)興之所以引人注目是因?yàn)樗霈F(xiàn)在一次嚴(yán)重的內(nèi)部衰落之后。8世紀(jì)時，帝國失去了它600年時所擁有領(lǐng)土的大約2/3。僅存的部分也受到阿拉伯人和保加利亞人的侵襲，這些國家經(jīng)常威脅說要攻占首都君士坦丁堡，把拜占庭徹底消滅掉。帝國的財富和臣民大幅減少，文學(xué)藝術(shù)也實(shí)際上陷于停頓。不過，到了11世紀(jì)初期，帝國重新收回了淪陷領(lǐng)土的幾乎一半，新的邊界是安定的，其影響遠(yuǎn)及疆土之外。經(jīng)濟(jì)也恢復(fù)了，國庫充實(shí)，文學(xué)藝術(shù)也向前發(fā)展。把拜占庭軍事、文藝以及經(jīng)濟(jì)上的復(fù)興理解為同一現(xiàn)象的不同表現(xiàn)是合理的。畢竟，這三者在相當(dāng)多的同家中是一同出現(xiàn)的。奧古斯都統(tǒng)治下的羅馬和公元前五世紀(jì)的雅典就是古代社會最好的例證。而且，對三者之間次第出現(xiàn)的聯(lián)系做一番考察也有助于解釋歷史變化的原因。通常，對于拜占庭帝國中三者復(fù)興的聯(lián)系會這樣解釋：當(dāng)?shù)蹏褤敉藬橙说倪M(jìn)攻并反攻到敵國疆土之時，拜占庭的財富自然就會增長，從而有更多的金錢可用來投資于文化藝術(shù)事業(yè)。因此，帝國軍事成就促進(jìn)經(jīng)濟(jì)昌盛，后者又引起了文化繁榮。毫無疑問，這種假設(shè)能夠解釋復(fù)興中的一些現(xiàn)象。但是我們不能明確地認(rèn)為軍事成就一定最先出現(xiàn)，經(jīng)濟(jì)其次，文化最后。（事實(shí)上）860年左右拜占庭帝國開始收復(fù)阿拉伯人占領(lǐng)的失地，直到872年，和哈里發(fā)阿拉伯國家的軍事對比才有利于帝國。而經(jīng)濟(jì)的復(fù)興在810—830年間就已開始。文化的復(fù)興更早，早在788年，一批有名的學(xué)者、作家就出現(xiàn)了，8世紀(jì)最后十年，文化復(fù)興已達(dá)極盛，并一直延續(xù)到1453年君士坦丁堡的陷落。因此，通常所認(rèn)為的軍事、經(jīng)濟(jì)、文化復(fù)興三者次第出現(xiàn)的順序在拜占庭是完全顛倒的。實(shí)際上，拜占庭文化的復(fù)興可能反而影響了后來的經(jīng)濟(jì)、軍事進(jìn)步。Model2[生物學(xué)類]題目序號題型歸類第1題細(xì)節(jié)推導(dǎo)題型第2題寫作手法題型第3題審題定位與中心主旨題型第4題詞匯題型第5題審題定位題型Flatfish,suchastheflounder,areamongthefewvertebratesthatlackapproximatebilateralsymmetry(symmetryinwhichstructurestotheleftandrightofthebody’smidlinearemirrorimages).Moststrikingamongthemanyasymmetriesevidentinanadultflatfishiseyeplacement:beforematurityoneeyemigrates,sothatinanadultflatfishbotheyesareonthesamesideofthehead.Whileinmostspecieswithasymmetriesvirtuallyalladultssharethesameasymmetry,membersofthestarryflounderspeciescanbeeitherleft-eyed(botheyesontheleftsideofhead)orright-eyed.InthewatersbetweentheUnitedStatesandJapan,thestarryflounderpopulationsvaryfromabout50percentleft-eyedofftheUnitedStatesWestCoast,throughabout70percentleft-eyedhalfwaybetweentheUnitedStatesandJapan,tonearly100percentleft-eyedofftheJapanesecoast.Biologistscallthiskindofgradualvariationoveracertaingeographicrangea“cline”andinterpretclinesasstrongindicationsthatthevariationisadaptive,aresponsetoenvironmentaldifferences.Forthestarryflounderthisinterpretationimpliesthatageometricdifference(betweenfishthataremirrorimagesofoneanother)isadaptive,thatleft-eyednessintheJapanesestarryflounderhasbeenselectedfor,whichprovokesaperplexingquestion:whatistheselectiveadvantageinhavingbotheyesononesideratherthanontheother?Theeasewithwhichafishcanreversetheeffectofthesidednessofitseyeasymmetrysimplybyturningaroundhascausedbiologiststostudyinternalanatomy,especiallytheopticnerves,fortheanswer.Inallflatfishtheopticnervescross,sothattherightopticnerveisjoinedtothebrain’sleftsideandviceversa.Thiscrossingintroducesanasymmetry,asoneopticnervemustcrossaboveorbelowtheother.G.H.Parkerreasonedthatif,forexample,aflatfish’slefteyemigratedwhentherightopticnervewasontop,therewouldbeatwistingofnerves,whichmightbemechanicallydisadvantageous.Forstarryflounders,then,theleft-eyedvarietywouldbeselectedagainst,sinceinastarryfloundertheleftopticnerveisuppermost.TheproblemwiththeaboveexplanationisthattheJapanesestarryflounderpopulationisalmostexclusivelyleft-eyed,andnaturalselectionneverpromotesapurelylessadvantageousvariation.Asotherexplanationsprovedequallyuntenable,biologistsconcludedthatthereisnoimportantadaptivedifferencebetweenleft-eyednessandright-eyedness,andthatthetwocharacteristicsaregeneticallyassociatedwithsomeotheradaptivelysignificantcharacteristic.Thissituationisonecommonlyencounteredbyevolutionarybiologists,whomustoftendecidewhetheracharacteristicisadaptiveorselectivelyneutral.Asfortheleft-eyedandright-eyedflatfish,theirdifference,howeverstriking,appearstobeanevolutionaryredherring.Accordingtothetext,starryflounderdifferformmostotherspeciesofflatfishinthatstarryflounder[A]arenotbasicallybilaterallysymmetric.[B]donotbecomeasymmetricuntiladulthood.[C]donotallsharethesameasymmetry.[D]havebotheyesonthesamesideofthehead.Whichofthefollowingbestdescribestheorganizationofthetextasawhole?[A]Aphenomenonisdescribedandaninterpretationpresentedandrejected.[B]Ageneralizationismadeandsupportingevidenceissuppliedandweighed.[C]Acontradictionisnotedandaresolutionissuggestedandthenmodified.[D]Aseriesofobservationsispresentedandexplainedintermsofthedominanttheory.Thetextsuppliesinformationforansweringwhichofthefollowingquestions?[A]WhyareJapanesestarryfloundermostlyleft-eyed?[B]Whyshouldtheeye-sidednessinstarryflounderbeconsideredselectivelyneutral?[C]Whyhavebiologistsrecentlybecomeinterestedinwhetheracharacteristicisadaptiveorselectivelyneutral?[D]Howdotheeyesinflatfishmigrate?Whichofthefollowingismostclearlysimilartoaclineasitisdescribedinthesecondparagraphofthetext?[A]Avegetablemarketinwhichthevariousitemsaregroupedaccordingtoplaceoforigin.[B]Awheatfieldinwhichdifferentvarietiesofwheatareplantedtoyieldacropthatwillbringthemaximumprofit.[C]Aflowerstallinwhichthevariousspeciesofflowersarearrangedaccordingtotheirprice.[D]Ahousingdevelopmentinwhichthelengthofthefrontstrutssupportingtheporchofeachhouseincreasesashousesarebuiltupthehill.Whichofthefollowingphrasesfromthetextbestexpressestheauthor’sconclusionaboutthemeaningofthedifferencebetweenleft-eyedandright-eyedflatfish?[A]“Moststriking”(line3,paragraph1)[B]“variationisadaptive”(line2,paragraph2)[C]“mechanicallydisadvantageous”(line7,paragraph3)[D]“evolutionaryredherring”(line9,paragraph4)[答案與考點(diǎn)解析]【答案】C【考點(diǎn)解析】這是一道細(xì)節(jié)推導(dǎo)題。根據(jù)本題題干中的“mostotherspecies”可以把本題的答案信息來源確定在第一段的第三句，從第三句的主從句中可以歸納推導(dǎo)出本題的正確答案C。本句中的“while”一詞的含義是“雖然、盡管”，用來表達(dá)事物之間的對照對比。考生在解題時一定要首先學(xué)會審題定位的基本功。【答案】A【考點(diǎn)解析】這是一道文章具體寫作手法題。這是一道比較難的題型，需要考生對文章的敘述結(jié)構(gòu)有深刻的理解。本文第一段介紹了一種現(xiàn)象，第二段和第三段是生物學(xué)家對這種現(xiàn)象的解釋，第四段是本文作者對生物學(xué)家的解釋提出否定?？梢姳绢}的正確選項是A?？忌诮忸}時一定要注意文章的發(fā)展脈絡(luò)?！敬鸢浮緽【考點(diǎn)解析】本題是一道審題定位題型。本題的題干沒有具體給出尋找答案信息的任何線索。在這種情況下考生一定要牢記原文作者的主要意圖。具體來說，本文作者的主要意圖是要否定一些生物學(xué)家對某種生物現(xiàn)象的解釋。相關(guān)的內(nèi)容出現(xiàn)在原文第四段的首句。如果考生能夠認(rèn)識到原文第四段首句在全文中的重要性，就找到了破解本題的方法，再把第三段的尾句和第四段的第二、三句通讀并且仔細(xì)理解就會找出本題的正確答案B。當(dāng)然這是一道比較難的題目，需要考生良好的答題素質(zhì)。希望考生在迷失答題思路的時候，一定要多想一想從原文的中心主旨句和每段的段首句設(shè)法破解難題?！敬鸢浮緿【考點(diǎn)解析】這是一道詞匯理解題。根據(jù)原文中的“cline”一詞可迅速把本題的答案信息確定在第二段第一句。第二段第一句中的“gradual”、“geographic”、“adaptive”和“environmentaldifferences”等詞提供了本題的正確答案D?？忌陂喿x原文回答問題時，一定要學(xué)會識讀原文中的相關(guān)重要詞語。【答案】D【考點(diǎn)解析】這是一道審題定位題。根據(jù)題干中的“theauthor’sconclusion”可將本題的答案信息迅速確定在尾段，確切地說就是尾段的最后一句?？忌欢ㄒ宄淖髡叩慕Y(jié)論一般會出現(xiàn)在全文的尾段。本題的正確答案應(yīng)該是涉及到尾段的選項D。[參考譯文]鲆魚，例如比目魚，是少數(shù)左右兩側(cè)不太對稱的脊椎動物之一（左右兩側(cè)對稱指的是身體中線左右兩邊的結(jié)構(gòu)為鏡象反射）。在成年的比目魚所具有的眾多明顯的不對稱現(xiàn)象中，最令人震驚的是它的眼睛的位置：在成熟以前，一只眼睛會移動，結(jié)果是成年比目魚的兩只眼睛都移動到頭部的同一側(cè)。在大多數(shù)非對稱的物種中，成年個體的非對稱性看起來都是相同的，但星形比目魚種的成員則既可以是眼在左側(cè)的（兩只眼都在頭部的左側(cè)），也可以是眼在右側(cè)的。在美國和日本之間的水域中，星形比目魚的群體組成不斷變化，在美國西海岸附近，50%是眼在左側(cè)的，在美國和日本之間的中間位置，70%是眼在左側(cè)的，而到了靠近日本海岸的地方，則幾乎百分之百都是眼在左側(cè)的了。生物學(xué)家將這種在特定地理區(qū)域范圍內(nèi)的逐漸變化稱為“漸變?nèi)骸保⑨槍u變?nèi)航忉屨f，它強(qiáng)烈地表明這種變化是適應(yīng)性的，是對環(huán)境差異所作出的反應(yīng)。對于星形比目魚來說，這種說法暗示形狀上的差異（同左右兩側(cè)對稱的魚相比）是適應(yīng)性的，日本的星形比目魚之所以眼在左側(cè)，是選擇的結(jié)果，但這又引起了一個令人困惑的問題：兩只眼睛都在一側(cè)比兩只眼睛分在兩側(cè)具有什么選擇性的優(yōu)勢呢？魚只要簡單地轉(zhuǎn)個身，就可以使它的眼睛在一側(cè)的不對稱性所帶來的影響逆轉(zhuǎn)，這是非常容易的，所以生物學(xué)家只好去研究內(nèi)部解剖學(xué)，特別是研究視覺神經(jīng)，以尋求答案。在所有的比目魚中，視覺神經(jīng)都是交叉的，右邊的視覺神經(jīng)連接到大腦的左半部，左邊的視覺神經(jīng)連接到大腦的右半部。這種交叉會引起不對稱性，因?yàn)橐粭l視覺神經(jīng)必須會在另一條視覺神經(jīng)的上面，要不就在下面。G·H·帕克對此解釋說，舉例來說，如果一條比目魚的右視覺神經(jīng)在上面而左眼發(fā)生了移動，那么兩條視覺神經(jīng)就會扭曲糾纏在一起，這在結(jié)構(gòu)上可能是不利的。于是對于星形比目魚來說，就不應(yīng)該選擇眼在左側(cè)，因?yàn)樵谛切伪饶眶~中，左側(cè)的視覺神經(jīng)是在上面的。上面這種解釋的問題是日本的星形比目魚種群幾乎全是眼在左側(cè)的，而大自然的選擇則從不推動完全沒有有利條件的種屬發(fā)展。由于其它的解釋被證明同樣也是站不住腳的，所以生物學(xué)家得出了結(jié)論，認(rèn)為眼是在左側(cè)還是在右側(cè)并沒有什么重要的適應(yīng)性差異，這兩種特征在遺傳上與別的一些有意義的適應(yīng)性特征相關(guān)。研究進(jìn)化的生物學(xué)家經(jīng)常會遇到這樣的情況，他們經(jīng)常必須判斷一個特征究竟是適應(yīng)性的，還是在選擇上中性的。對于眼在左側(cè)的比目魚和眼在右側(cè)的比目魚來說，它們的差異雖然很驚人，但這似乎是進(jìn)化過程中的一個分散人們注意力的不相干的現(xiàn)象。Model3[歷史學(xué)]題目序號題型歸類第1題標(biāo)點(diǎn)符號題型第2題細(xì)節(jié)推導(dǎo)題型第3題歸納推導(dǎo)題型第4題審題定位題型第5題反推題型StudentsofUnitedStateshistory,seekingtoidentifythecircumstancesthatencouragedtheemergenceoffeministmovements,havethoroughlyinvestigatedthemid-nineteenth-centuryAmericaneconomicandsocialconditionthataffectedthestatusofwomen.Thesehistorians,however,haveanalyzedlessfullythedevelopmentofspecificallyfeministideasandactivitiesduringthesameperiod.Furthermore,theideologicaloriginsoffeminismintheUnitedStatehavebeenobscuredbecause,evenwhenhistoriansdidtakeintoaccountthosefeministideasandactivitiesoccurringwithintheUnitedStates,theyfailedtorecognizethatfeminismwasthenatrulyinternationalmovementactuallycenteredinEurope.Americanfeministactivistswhohavebeendescribedas“solitary”and“individualtheorists”wereinrealityconnectedtoamovement—utopiansocialism—whichwasalreadypopularizingfeministideasinEuropeduringthetwodecadesthatculminatedinthefirstwomen’srightsconferenceheldatSenecaFalls,NewYork,in1848.Thus,acompleteunderstandingoftheoriginsanddevelopmentofnineteenth-centuryfeminismintheUnitedStatesrequiresthatthegeographicalfocusbewidenedtoincludeEuropeandthatthedetailedstudyalreadymadeofsocialconditionsbeexpandedtoincludetheideologicaldevelopmentoffeminism.TheearliestandmostpopularoftheutopiansocialistsweretheSaint-Simonians.ThespecificallyfeministpartofSaint-Simonianismhas,however,beenlessstudiedthanthegroup’scontributiontoearlysocialism.Thisisregrettableontwocounts.By1832feminismwasthecentralconcernofSaint-Simonianismandentirelyabsorbeditsadherents’energy;hence,byignoringitsfeminism,EuropeanhistorianshavemisunderstoodSaint-Simonianism.Moreover,sincemanyfeministideascanbetracedtosaint-simonianismEuropeanhistorians’appreciationoflaterfeminisminFranceandtheUnitedStatesremainedlimited.Saint-Simon’sfollowers,manyofwhomwerewomen,basedtheirfeminismonaninterpretationofhisprojecttoreorganizetheglobebyreplacingbruteforcewiththeruleofspiritualpowers.Thenewworldorderwouldberuledtogetherbyamale,torepresentreflection,andafemale,torepresentsentiment.Thiscomplementarityreflectsthefactthat,whiletheSaint-Simoniansdidnotrejectthebeliefthattherewereinnatedifferencesbetweenmenandwomen,theyneverthelessforesawanequallyimportantsocialandpoliticalroleforbothsexesintheirutopia.OnlyafewSaint-Simoniansopposedadefinitionofsexualequalitybasedongenderdistinction.Thisminoritybelievethatindividualsofbothsexeswerebornsimilarincapacityandcharacter,andtheyascribedmale-femaledifferencestosocializationandeducation.Theenvisionedresultofbothcurrentsofthought,however,wasthatwomenwouldenterpubliclifeinthenewageandthatsexualequalitywouldrewardmenaswellaswomenwithanimprovedwayoflife.ItcanbeinferredthattheauthorconsiderthosehistorianswhodescribeearlyfeministsintheUnitedStatesas“solitary”tobe[A]insufficientlyfamiliarwiththeinternationaloriginsofnineteenth-centuryAmericanfeministthought.[B]overlyconcernedwiththeregionaldiversityoffeministideasintheperiodbefore1848.[C]notfocusednarrowlyenoughintheirgeographicalscope.[D]insufficientlyawareoftheideologicalconsequencesoftheSenecaFallsconference.Theauthor’sattitudetowardEuropeanhistorianswhohavestudiedtheSaint-Simoniansisprimarilyoneof[A]approvalofthespecificfocusoftheirresearch.[B]disapprovaloftheirlackofattentiontotheissuethatabsorbedmostoftheSaint-Simonians’energyafter1832.[C]approvaloftheirgeneralfocusonsocialconditions.[D]disapprovaloftheirlackofattentiontolinksbetweentheSaint-SimoniansandtheirAmericancounterparts.TheauthormentionsallofthefollowingascharacteristicoftheSaint-SimoniansEXCEPT[A]Thegroupincludedmanywomenamongitsmembers.[B]Thegroupbelievedinaworldthatwouldbecharacterizedbysexualequality.[C]ThegroupwasamongtheearliestEuropeansocialistgroups.[D]Mostmembersbelievedthatwomenandmenwereinherentlysimilarinabilityandcharacter.ItcanbeinferredfromthetextthattheSaint-Simoniansenvisionedautopiansocietyhavingwhichofthefollowingcharacteristics?[A]Itwouldbeworldwide.[B]Itwouldemphasizedogmaticreligiousprinciples.[C]ItwouldmostinfluencetheUnitedStates.[D]Itwouldhavearmiescomposedofwomenratherthanofmen.Accordingtothetext,whichofthefollowingwouldbethemostaccuratedescriptionofthesocietyenvisionedbymostSaint-Simonians?[A]Asocietyinwhichwomenwerehighlyregardedfortheirextensiveeducation.[B]Asocietyinwhichthetwogendersplayedcomp