LSAT 103 – Section 2 – Question 22

LSAT 103 - Section 2 - Question 22

September 1998

You need a full course to see this video. Enroll now and get started in less than a minute.

Ask a tutor

Target time: 1:43

This is question data from the 7Sage LSAT Scorer. You can score your LSATs, track your results, and analyze your performance with pretty charts and vital statistics - all with a Free Account ← sign up in less than 10 seconds

Question
QuickView		 Type Tags Answer
Choices		 Curve Question
Difficulty		 Psg/Game/S
Difficulty		 Explanation
PT103 S2 Q22
+LR
Except +Exc
Necessary assumption +NA
Causal Reasoning +CausR
Link Assumption +LinkA
A
15%
165
B
11%
163
C
52%
170
D
7%
163
E
15%
164
156
166
176
 +Hardest 149.468 +SubsectionMedium

Most students are bored by history courses as they are usually taught, primarily because a large amount of time is spent teaching dates and statistics. The best way to teach history, therefore, is to spend most class time recounting the lives of historical figures and very little on dates and statistics.

Summary
The author concludes that the best way to teach history is to spend most class time on the lives of historical figures and very little time on dates and statistics.
Why?
Because most students are bored by history courses as they’re usually taught. The usual way is to spend a large amount of time on dates and statistics.

Notable Assumptions
The author assumes that spending most class time on recounting the lives of historical figures is NOT just as boring as spending a large amount of time on dates and statistics.
Also, the author assumes that boring students is something that detracts from the effectiveness of teaching history.

A
One should avoid boring one’s students when teaching a history course.
Necessary, because if it weren’t true, then the fact the current method of teaching history is boring wouldn’t constitute a reason a different way would be better.
B
It is not incompatible with the attainable goals of teaching history to spend very little class time on dates and statistics.
Necessary, because if it IS incompatible with the attainable goals of teaching history to spend little class time on dates and statistics, then the author’s proposed “best way” to teach wouldn’t be the best way to teach history.
C
It is possible to recount the lives of historical figures without referring to dates and statistics.
Not necessary, because the author doesn’t conclude that the best way to teach history is to completely avoid referring to dates and statistics. The conclusion is just that the best way involves spending “very little” time on dates and statistics.
D
It is compatible with the attainable goals of teaching history to spend most class time recounting the lives of historical figures.
Necessary, because if the author’s proposed method of teaching history is NOT compatible with the attainable goals of teaching history, then the method would not constitute the best way of teaching history.
E
Students are more bored by history courses as they are usually taught than they would be by courses that spend most class time recounting the lives of historical figures.
Necessary, because if students are NOT more bored by the usual method than they would be by the author’s proposed method, then the premise no longer provides a reason to think that the proposed method is better. What the author proposes would be just as boring.

Take PrepTest

Review Results

LSAT PrepTest 103 Explanations

Section 1 - Logical Reasoning

Section 2 - Logical Reasoning

Section 3 - Logical Reasoning

Section 4 - Reading Comprehension

Get full LSAT course

Leave a Reply