1. The document is a reading comprehension activity from an Agriculture High School in the Philippines. It contains a passage about the eruption of Mount Vesuvius in 79 AD that destroyed the cities of Pompeii and Herculaneum.
2. The passage is followed by 15 multiple choice questions about details and events within the passage. The questions test the student's comprehension of information like how Herculaneum was buried, what the poisonous gases were like, and what conclusions scientists have drawn from studying the eruption.
3. The activity provides the student with practice reading a informational text and demonstrating comprehension by answering questions correctly.
This document provides information about two upcoming book fairs in California in January and February 2015 hosted by Douglas Stewart Fine Books Ltd. It includes the event details and locations for the Pasadena Antiquarian Book, Print, Photo and Paper Fair from January 31-February 1, 2015 at the Pasadena Convention Center and the California International Antiquarian Book Fair from February 6-8, 2015 at the Oakland Marriott City Center. It encourages interested parties to sign up for their monthly email newsletter to receive information about new acquisitions.
This document contains a quiz with 50 multiple choice questions covering various topics related to geography such as countries, cities, landmarks, explorers, flags, and more. The questions test knowledge of basic facts as well as derivations and histories of place names. The quiz is hosted by Naman Gandhi and provides the question along with 4 possible answer choices, with only 1 being correct.
The document provides a summary of a travel quiz with four rounds of questions about famous monuments and wonders around the world. It includes questions about Notre Dame Cathedral in Paris comparing its destruction to the Library of Alexandria; La Sagrada Familia in Barcelona being part of a Dan Brown novel; and the Whanganui River in New Zealand gaining legal rights similar to a human being. The quiz questions cover topics in history, architecture, geography and current events.
1) The document is a reading comprehension activity from an Agriculture High School in the Philippines. It contains two reading passages and 19 multiple choice questions about the passages.
2) The first passage describes Ferdinand Magellan's historic circumnavigation of the globe in the 16th century while in service of Portugal and later Spain. It details his expedition's route and hardships, including the first recorded crossing of the Pacific Ocean.
3) The second passage is a biography of scientist Marie Curie, covering her education, work with her husband Pierre to discover radium, and continued scientific achievements after his death. It notes how her research ultimately led to her own illness and death from exposure to radiation.
The passage is an excerpt from a novel describing the narrator's childhood home and father. It describes the interior of the family's remote cabin under the Blue Ridge mountains, including animal skins, cooking implements, and the mother's faded silk dress. It characterizes the narrator's father as a mysterious Scottish frontiersman and hunter who was rarely talkative except when drinking, delighting the narrator with his flowing language and stories. The passage establishes the novel's setting and introduces the narrator and his father as complex, enigmatic characters living off the land in late 18th century North Carolina.
This document contains a reading comprehension activity with a reading passage and 26 multiple choice questions about the passage. The passage is about a guest at a hotel who asks a roomboy to check her room for her wallet before she leaves for the airport. It also includes passages about a shepherd watching over his flock and an Aesop's fable about four oxen and a lion. The questions test understanding of details, vocabulary, inference, and the main ideas of the passages.
The document provides an overview of ancient Greek history from the Minoan civilization to the Hellenistic age. It describes the geography of Greece and the rise of the Minoan civilization on Crete, Mycenaean civilization on the Greek mainland, and the Dark Age following their decline. It then discusses the rise of city-states and colonies in the Archaic period and the prominence of Athens and Sparta during the Classical period, including their conflicts with each other and the Persians. Finally, it covers the conquests of Philip II and Alexander the Great that spread Greek culture during the Hellenistic age.
This document provides information about two upcoming book fairs in California in January and February 2015 hosted by Douglas Stewart Fine Books Ltd. It includes the event details and locations for the Pasadena Antiquarian Book, Print, Photo and Paper Fair from January 31-February 1, 2015 at the Pasadena Convention Center and the California International Antiquarian Book Fair from February 6-8, 2015 at the Oakland Marriott City Center. It encourages interested parties to sign up for their monthly email newsletter to receive information about new acquisitions.
This document contains a quiz with 50 multiple choice questions covering various topics related to geography such as countries, cities, landmarks, explorers, flags, and more. The questions test knowledge of basic facts as well as derivations and histories of place names. The quiz is hosted by Naman Gandhi and provides the question along with 4 possible answer choices, with only 1 being correct.
The document provides a summary of a travel quiz with four rounds of questions about famous monuments and wonders around the world. It includes questions about Notre Dame Cathedral in Paris comparing its destruction to the Library of Alexandria; La Sagrada Familia in Barcelona being part of a Dan Brown novel; and the Whanganui River in New Zealand gaining legal rights similar to a human being. The quiz questions cover topics in history, architecture, geography and current events.
1) The document is a reading comprehension activity from an Agriculture High School in the Philippines. It contains two reading passages and 19 multiple choice questions about the passages.
2) The first passage describes Ferdinand Magellan's historic circumnavigation of the globe in the 16th century while in service of Portugal and later Spain. It details his expedition's route and hardships, including the first recorded crossing of the Pacific Ocean.
3) The second passage is a biography of scientist Marie Curie, covering her education, work with her husband Pierre to discover radium, and continued scientific achievements after his death. It notes how her research ultimately led to her own illness and death from exposure to radiation.
The passage is an excerpt from a novel describing the narrator's childhood home and father. It describes the interior of the family's remote cabin under the Blue Ridge mountains, including animal skins, cooking implements, and the mother's faded silk dress. It characterizes the narrator's father as a mysterious Scottish frontiersman and hunter who was rarely talkative except when drinking, delighting the narrator with his flowing language and stories. The passage establishes the novel's setting and introduces the narrator and his father as complex, enigmatic characters living off the land in late 18th century North Carolina.
This document contains a reading comprehension activity with a reading passage and 26 multiple choice questions about the passage. The passage is about a guest at a hotel who asks a roomboy to check her room for her wallet before she leaves for the airport. It also includes passages about a shepherd watching over his flock and an Aesop's fable about four oxen and a lion. The questions test understanding of details, vocabulary, inference, and the main ideas of the passages.
The document provides an overview of ancient Greek history from the Minoan civilization to the Hellenistic age. It describes the geography of Greece and the rise of the Minoan civilization on Crete, Mycenaean civilization on the Greek mainland, and the Dark Age following their decline. It then discusses the rise of city-states and colonies in the Archaic period and the prominence of Athens and Sparta during the Classical period, including their conflicts with each other and the Persians. Finally, it covers the conquests of Philip II and Alexander the Great that spread Greek culture during the Hellenistic age.
HY 1110, American History I 1 Course Learning Outcomes f.docxwilcockiris
HY 1110, American History I 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
3. Describe the characteristics of the divided regions of Colonial America.
8. Discuss the evolution of American philosophies or ideals.
Reading Assignment
Click here for the Unit II Journal Assignment reading.
Chaney, T., Cohen, K., & Cotton, L. P. (2012). The Virginia Company of London. Retrieved from
http://www.nps.gov/jame/historyculture/the-virginia-company-of-london.htm
Poe, E. (1849, April 21). Eldorado. Retrieved from http://www.online-literature.com/poe/577/
Virtual Jamestown. (n.d.). John Rolfe (1585-1622). Retrieved from http://www.virtualjamestown.org/jrolfe.html
The articles cited in the Unit Lesson are required reading. You may be tested on your knowledge
and understanding of that material as well as the information in the Unit Lesson readings.
Unit Lesson
Pre-1600 colonization of the Americas, in short, would be at first inspired by a desire to find quicker trade
routes to the distant orient, but would unexpectedly lead to the uncovering of a world that was new to the
European mind. Exploration of the land mass in the western Atlantic, dominated by the Spanish, included
explorers, navigators, and conquistadores searching to fulfill the temptations of God, gold, and glory. A brief
recap (set to a familiar TV sea shanty) follows:
The 1500’s tell the tales
That stem from one historic ship
It began with Ferdinand and Isabelle
And the financing of a trip
Columbus was fearless with a plan
His navigation was true and sure
The goal was a new trading route
To the lucrative Asian shore
The lucrative Asian shore
Each month at sea was increasingly tough
His crew was cross and blue
But luck would spot virgin land one day
In 1492
In 1492
Indian lands, the crew was sure of this
Exploration would prove futile
There was no trade
He had missed his mark
UNIT II STUDY GUIDE
1600-1760
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/HY/HY1110/15L/UnitII_journalreading.pdf
HY 1110, American History I 2
UNIT x STUDY GUIDE
Title
Back in Spain, he was dismayed
His find a farce
He would again sail the seas
Dying on an American isle
A legacy though was cast that day
Like God’s golden, glorious chime
A brand new world with the best of things
An adventure sure to find
Ponce de Leon, de Soto, too
Vespucci undercut the rest,
Cortes & Pizarro, with disease
Spain’s claim proved the best
Explorers, navigators, conquistadores
in search of luxury
Religion was carried with them
To convert the primitives they seek
Millions died, much society was lost
History records some as vile
The impact of each explorer’s step
marked another Spanish mile
Exploration was not without reason. Europe was fracturing on the grounds of new beliefs challenging the
often oppressive Catholic Church. What starte.
The document provides an overview of the Age of Exploration and Discovery from the 15th century onwards. It describes how new ship technologies like the caravel enabled longer voyages. Portuguese explorers like Henry the Navigator and Bartolomeu Diaz explored Africa's coasts in search of a trade route to India. Vasco da Gama eventually found the route around the Cape of Good Hope. Christopher Columbus sailed west hoping to reach India but discovered the Americas instead. Ferdinand Magellan led the first circumnavigation of the globe, though he was killed in the Philippines. The Spanish conquistador Cortez conquered the Aztec Empire in Mexico, and Pizarro did similarly to the Incas in South America. The effects
Introduction to Ancient Greece powerpointMr Halligan
The document provides background information on ancient Greece, including its geography, development of city-states, and rivalry between Athens and Sparta. The mountainous landscape of Greece encouraged the formation of independent city-states along the coasts but also isolated communities. Athens developed the world's first democracy while Sparta was known for its powerful warrior culture and discipline. The two city-states eventually went to war in the Peloponnesian War, during which a plague helped lead to Athens' defeat.
An interactive DBQ by Sam Hicks-Savage explores the question "What do Historians do when the Written Record is Missing?"
A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
A Naval History of The American RevolutionChuck Thompson
A Naval History of The American Revolution. Liberty Education Series. Gloucester, Virginia Links and News, GVLN website. Visit us for the amazing stories.
- The Trojan War began at the wedding of Peleus and Thetis, where the goddess Eris was excluded due to her tendency to cause conflict.
- To take revenge, Eris threw a golden apple marked "for the most beautiful" into the banquet hall, sparking an argument among Hera, Athena, and Aphrodite over who should possess it.
- The gods reached an impasse, so the decision fell to Paris, who ultimately chose Aphrodite and sparked the war between the Greeks and Trojans.
The Russian nuclear submarine Kursk sank in the Barents Sea off northern Russia during a naval exercise on August 12, 2000. An explosion occurred while the submarine was preparing to test fire a torpedo. The 118 crew members were unable to surface the submarine as it sank to the bottom over 350 feet below. No distress calls were received from the Kursk. The sinking received international attention and led to reforms in how Russia handles submarine disasters.
1) Capri is an island located off the coast of Italy in the Tyrrhenian Sea that has been a popular resort destination since Roman times.
2) Notable features of the island include the Blue Grotto, numerous ruins of Imperial Roman villas including Villa Jovis where Tiberius resided, and the towns of Capri and Anacapri.
3) In the late 19th century, Capri became popular among European artists and writers who were drawn to its beauty, including Swedish doctor Axel Munthe who built the famous Villa San Michele on the island.
Between 1450-1650, the Spanish and Portuguese explored and colonized much of the world. The Spanish explored westward while the Portuguese explored eastward. Their main motivations were to find safer trade routes for spices from Asia, gain new lands and resources for their kingdoms, convert native peoples to Christianity, and pursue wealth and fame. New ship technologies like the caravel and navigation tools like the compass enabled these voyages. Notable figures included Columbus, who sailed west to reach Asia but landed in the Americas, and Portuguese explorers like Da Gama and Diaz who reached Asia by sailing around Africa. The conquests had massive consequences, including the destruction of native American civilizations, European colonization of the Americas
This thesis examined the 1814 sinking of the British vessel Mary tender during a squall in the Chesapeake Bay near Swan Point, Maryland. Using historical records and accounts from the HMS Menelaus, the author aimed to locate the wreck site. Background research on the War of 1812 context and vessels involved was presented. Then a survey area was defined based on the Menelaus logs and charts. In April 2013, the author conducted a marine archaeological survey of the area using magnetic and acoustic equipment. Several anomalies were discovered that could potentially be the remains of the Mary tender. While an exact identification was not made, the study increased understanding of this aspect of the War of 1812 in the Chesapeake region
The passage describes three regions of Africa - the Sahara Desert in the north, savannas north and south of the central rainforests, and the rainforests near the equator. People in the north traded using Mediterranean ports, while the Sahara limited trade in central and southern Africa. Despite geographic barriers, Islam spread through traveling merchants. Powerful West African kingdoms like Ghana and Mali developed along major river systems, controlling important trade routes and growing into large, complex societies under rulers like Mansa Musa of Mali.
1. The document summarizes information from various history videos about key events and discoveries in world history, such as human migration out of Africa, volcanic eruptions that caused catastrophic climate change, and the expansion of Greek and Egyptian empires.
2. It also discusses the Muslim conquest of Spain and establishment of Al-Andalus, Christopher Columbus' voyage to find a western trade route to Asia in 1492, and the impact of the Little Ice Age from the 14th to 19th centuries.
3. The summaries cover a wide range of topics in world history from prehistoric human migration to medieval European history.
test bank Exploring American Histories, (Volume 1 +2), 4e Nancy Hewitt, Steve...NailBasko
This document contains a chapter from a textbook on ancient American history. It provides sample answers to 22 multiple choice questions about early human migration to the Americas, the development of ancient American civilizations like the Aztecs and Incas, European exploration and colonization, and the exchange of plants, animals and diseases between the connected worlds. The questions cover topics like the population of North America pre-Columbian, the land bridge that connected Asia and North America, why early North American diets changed, and how transportation systems developed in ancient American societies.
The document summarizes European exploration between the 15th and 17th centuries as they searched for new trade routes to Asia and its spices. The Portuguese first established coastal trading ports in Africa and India to control the spice trade. The Dutch later set up ports around the world using their naval power. English ships began carrying limes to prevent scurvy on long voyages. Spain funded Columbus' voyage west in 1492 hoping to reach Asia, but he landed in the Americas instead. This led to the Columbian Exchange of plants, animals, diseases, and people between Europe and the Americas, profoundly impacting global populations. Other conquistadors like Cortes and Pizarro then conquered the Aztec and Inca empires,
1. Magellan led the first voyage around the world from 1519-1522. His fleet of five ships traveled from Spain, through the Strait of Magellan, across the Pacific Ocean, and eventually back to Spain under the command of Elcano after Magellan was killed in the Philippines in 1521.
2. The voyage confirmed that Earth was circumnavigable and established the first westward route from Europe to East Asia by crossing the Pacific Ocean, proving that the Americas were separated from Asia.
3. Only 18 of the original 269 crew members survived the entire journey, returning home aboard the Victoria and completing the first known circumnavigation of Earth.
“Science, Technology, and Society during the Great Oceanic Discoveries.” [Workshop Ozeane: Grenzen, Interaktionen, Konflikte, Interdisziplinäre Zugänge, 17-18 April 2015 Universität Wien].
This study refers to the interdisciplinary efforts to explore the globe with the great oceanic discoveries, an interesting open question, which had also contributed to the development of geography and exploration. In the fifteenth century the humanists translated the works of the ancient geographers, which influenced the ideological background of the great explorers. Geographical conceptions were gradually liberated from dogmatism, accepting the theory that the Earth is global and regenerating Ptolemy’s belief that the European west coasts are close to the eastern Asia.
The document summarizes the Peloponnesian War between Athens and Sparta that lasted over 25 years. It began as a minor quarrel between the two city-states but escalated into a major war. Though Athens initially dominated by sea, Sparta built a navy with Persian gold and began to gain ground. A plague killed over half of Athens' population. After years of conflict, Athens surrendered in 404 BCE, ending its democracy and independence. The war weakened all of Greece and paved the way for Macedonia to rise in power under Alexander the Great.
The document provides an overview of the Age of Exploration between 1450-1600. It discusses how Europeans were driven by desires for wealth to explore Africa, Asia, and the Americas. Portugal led initial voyages to find sea routes for trade and access to spices. Explorers like Columbus and da Gama opened up sea routes connecting Europe, Africa, Asia, and the Americas, leading Spain and other powers to colonize lands and claim territories around the world. Technological advances in navigation and shipbuilding enabled more ambitious voyages of exploration and trade.
The document provides an overview of European exploration and expansion between the 15th and 18th centuries. It describes the technological and navigational advances that enabled long voyages of discovery. It profiles major explorers like da Gama, Magellan, and Columbus and their voyages that connected Europe to other continents. It also summarizes the conquest of native American empires by Spain and Portugal, and the establishment of colonies in the Americas by several European powers. The resulting exchange of goods, crops and diseases between hemispheres had massive social, economic and demographic impacts globally.
The document provides information about various topics related to World History Unit II, including the Minoan and Mycenaean civilizations, important figures like Theseus and Agamemnon, locations like Crete and Troy, and the Iliad. It also covers the emergence of Greek civilization centered around the sea, including the polis system and Olympics. Additional sections discuss the rise of Rome near the Tiber River, its republican government and expansion through war, as well as emperors like Augustus and the Pax Romana period of peace.
The document is an English exam for high school students that contains 35 multiple choice questions testing students' ability to determine the meanings of words based on context clues. The questions cover a variety of vocabulary words ranging from "acquisitive" to "altruistic" and provide examples of how each word is used in a short sentence. The learning target stated is to define words through context clues or word analysis.
Violet is likely shy and introverted based on her stated dislike of being around many people and wish to hide. Sally Ann chose the small, older dog that was accustomed to being home alone and using a doggy door rather than the younger, larger dog used to more space. Julio and his father did not take much food because they were planning to eat the fish they caught. Ruri's family is moving to another place based on her empty room and house. As time passes, more gamers are becoming hooked on video games despite pressures to make them less violent. Michael is afraid of going into battle in Iraq based on his worries about bombs, death, and carnage.
HY 1110, American History I 1 Course Learning Outcomes f.docxwilcockiris
HY 1110, American History I 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
3. Describe the characteristics of the divided regions of Colonial America.
8. Discuss the evolution of American philosophies or ideals.
Reading Assignment
Click here for the Unit II Journal Assignment reading.
Chaney, T., Cohen, K., & Cotton, L. P. (2012). The Virginia Company of London. Retrieved from
http://www.nps.gov/jame/historyculture/the-virginia-company-of-london.htm
Poe, E. (1849, April 21). Eldorado. Retrieved from http://www.online-literature.com/poe/577/
Virtual Jamestown. (n.d.). John Rolfe (1585-1622). Retrieved from http://www.virtualjamestown.org/jrolfe.html
The articles cited in the Unit Lesson are required reading. You may be tested on your knowledge
and understanding of that material as well as the information in the Unit Lesson readings.
Unit Lesson
Pre-1600 colonization of the Americas, in short, would be at first inspired by a desire to find quicker trade
routes to the distant orient, but would unexpectedly lead to the uncovering of a world that was new to the
European mind. Exploration of the land mass in the western Atlantic, dominated by the Spanish, included
explorers, navigators, and conquistadores searching to fulfill the temptations of God, gold, and glory. A brief
recap (set to a familiar TV sea shanty) follows:
The 1500’s tell the tales
That stem from one historic ship
It began with Ferdinand and Isabelle
And the financing of a trip
Columbus was fearless with a plan
His navigation was true and sure
The goal was a new trading route
To the lucrative Asian shore
The lucrative Asian shore
Each month at sea was increasingly tough
His crew was cross and blue
But luck would spot virgin land one day
In 1492
In 1492
Indian lands, the crew was sure of this
Exploration would prove futile
There was no trade
He had missed his mark
UNIT II STUDY GUIDE
1600-1760
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/HY/HY1110/15L/UnitII_journalreading.pdf
HY 1110, American History I 2
UNIT x STUDY GUIDE
Title
Back in Spain, he was dismayed
His find a farce
He would again sail the seas
Dying on an American isle
A legacy though was cast that day
Like God’s golden, glorious chime
A brand new world with the best of things
An adventure sure to find
Ponce de Leon, de Soto, too
Vespucci undercut the rest,
Cortes & Pizarro, with disease
Spain’s claim proved the best
Explorers, navigators, conquistadores
in search of luxury
Religion was carried with them
To convert the primitives they seek
Millions died, much society was lost
History records some as vile
The impact of each explorer’s step
marked another Spanish mile
Exploration was not without reason. Europe was fracturing on the grounds of new beliefs challenging the
often oppressive Catholic Church. What starte.
The document provides an overview of the Age of Exploration and Discovery from the 15th century onwards. It describes how new ship technologies like the caravel enabled longer voyages. Portuguese explorers like Henry the Navigator and Bartolomeu Diaz explored Africa's coasts in search of a trade route to India. Vasco da Gama eventually found the route around the Cape of Good Hope. Christopher Columbus sailed west hoping to reach India but discovered the Americas instead. Ferdinand Magellan led the first circumnavigation of the globe, though he was killed in the Philippines. The Spanish conquistador Cortez conquered the Aztec Empire in Mexico, and Pizarro did similarly to the Incas in South America. The effects
Introduction to Ancient Greece powerpointMr Halligan
The document provides background information on ancient Greece, including its geography, development of city-states, and rivalry between Athens and Sparta. The mountainous landscape of Greece encouraged the formation of independent city-states along the coasts but also isolated communities. Athens developed the world's first democracy while Sparta was known for its powerful warrior culture and discipline. The two city-states eventually went to war in the Peloponnesian War, during which a plague helped lead to Athens' defeat.
An interactive DBQ by Sam Hicks-Savage explores the question "What do Historians do when the Written Record is Missing?"
A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
A Naval History of The American RevolutionChuck Thompson
A Naval History of The American Revolution. Liberty Education Series. Gloucester, Virginia Links and News, GVLN website. Visit us for the amazing stories.
- The Trojan War began at the wedding of Peleus and Thetis, where the goddess Eris was excluded due to her tendency to cause conflict.
- To take revenge, Eris threw a golden apple marked "for the most beautiful" into the banquet hall, sparking an argument among Hera, Athena, and Aphrodite over who should possess it.
- The gods reached an impasse, so the decision fell to Paris, who ultimately chose Aphrodite and sparked the war between the Greeks and Trojans.
The Russian nuclear submarine Kursk sank in the Barents Sea off northern Russia during a naval exercise on August 12, 2000. An explosion occurred while the submarine was preparing to test fire a torpedo. The 118 crew members were unable to surface the submarine as it sank to the bottom over 350 feet below. No distress calls were received from the Kursk. The sinking received international attention and led to reforms in how Russia handles submarine disasters.
1) Capri is an island located off the coast of Italy in the Tyrrhenian Sea that has been a popular resort destination since Roman times.
2) Notable features of the island include the Blue Grotto, numerous ruins of Imperial Roman villas including Villa Jovis where Tiberius resided, and the towns of Capri and Anacapri.
3) In the late 19th century, Capri became popular among European artists and writers who were drawn to its beauty, including Swedish doctor Axel Munthe who built the famous Villa San Michele on the island.
Between 1450-1650, the Spanish and Portuguese explored and colonized much of the world. The Spanish explored westward while the Portuguese explored eastward. Their main motivations were to find safer trade routes for spices from Asia, gain new lands and resources for their kingdoms, convert native peoples to Christianity, and pursue wealth and fame. New ship technologies like the caravel and navigation tools like the compass enabled these voyages. Notable figures included Columbus, who sailed west to reach Asia but landed in the Americas, and Portuguese explorers like Da Gama and Diaz who reached Asia by sailing around Africa. The conquests had massive consequences, including the destruction of native American civilizations, European colonization of the Americas
This thesis examined the 1814 sinking of the British vessel Mary tender during a squall in the Chesapeake Bay near Swan Point, Maryland. Using historical records and accounts from the HMS Menelaus, the author aimed to locate the wreck site. Background research on the War of 1812 context and vessels involved was presented. Then a survey area was defined based on the Menelaus logs and charts. In April 2013, the author conducted a marine archaeological survey of the area using magnetic and acoustic equipment. Several anomalies were discovered that could potentially be the remains of the Mary tender. While an exact identification was not made, the study increased understanding of this aspect of the War of 1812 in the Chesapeake region
The passage describes three regions of Africa - the Sahara Desert in the north, savannas north and south of the central rainforests, and the rainforests near the equator. People in the north traded using Mediterranean ports, while the Sahara limited trade in central and southern Africa. Despite geographic barriers, Islam spread through traveling merchants. Powerful West African kingdoms like Ghana and Mali developed along major river systems, controlling important trade routes and growing into large, complex societies under rulers like Mansa Musa of Mali.
1. The document summarizes information from various history videos about key events and discoveries in world history, such as human migration out of Africa, volcanic eruptions that caused catastrophic climate change, and the expansion of Greek and Egyptian empires.
2. It also discusses the Muslim conquest of Spain and establishment of Al-Andalus, Christopher Columbus' voyage to find a western trade route to Asia in 1492, and the impact of the Little Ice Age from the 14th to 19th centuries.
3. The summaries cover a wide range of topics in world history from prehistoric human migration to medieval European history.
test bank Exploring American Histories, (Volume 1 +2), 4e Nancy Hewitt, Steve...NailBasko
This document contains a chapter from a textbook on ancient American history. It provides sample answers to 22 multiple choice questions about early human migration to the Americas, the development of ancient American civilizations like the Aztecs and Incas, European exploration and colonization, and the exchange of plants, animals and diseases between the connected worlds. The questions cover topics like the population of North America pre-Columbian, the land bridge that connected Asia and North America, why early North American diets changed, and how transportation systems developed in ancient American societies.
The document summarizes European exploration between the 15th and 17th centuries as they searched for new trade routes to Asia and its spices. The Portuguese first established coastal trading ports in Africa and India to control the spice trade. The Dutch later set up ports around the world using their naval power. English ships began carrying limes to prevent scurvy on long voyages. Spain funded Columbus' voyage west in 1492 hoping to reach Asia, but he landed in the Americas instead. This led to the Columbian Exchange of plants, animals, diseases, and people between Europe and the Americas, profoundly impacting global populations. Other conquistadors like Cortes and Pizarro then conquered the Aztec and Inca empires,
1. Magellan led the first voyage around the world from 1519-1522. His fleet of five ships traveled from Spain, through the Strait of Magellan, across the Pacific Ocean, and eventually back to Spain under the command of Elcano after Magellan was killed in the Philippines in 1521.
2. The voyage confirmed that Earth was circumnavigable and established the first westward route from Europe to East Asia by crossing the Pacific Ocean, proving that the Americas were separated from Asia.
3. Only 18 of the original 269 crew members survived the entire journey, returning home aboard the Victoria and completing the first known circumnavigation of Earth.
“Science, Technology, and Society during the Great Oceanic Discoveries.” [Workshop Ozeane: Grenzen, Interaktionen, Konflikte, Interdisziplinäre Zugänge, 17-18 April 2015 Universität Wien].
This study refers to the interdisciplinary efforts to explore the globe with the great oceanic discoveries, an interesting open question, which had also contributed to the development of geography and exploration. In the fifteenth century the humanists translated the works of the ancient geographers, which influenced the ideological background of the great explorers. Geographical conceptions were gradually liberated from dogmatism, accepting the theory that the Earth is global and regenerating Ptolemy’s belief that the European west coasts are close to the eastern Asia.
The document summarizes the Peloponnesian War between Athens and Sparta that lasted over 25 years. It began as a minor quarrel between the two city-states but escalated into a major war. Though Athens initially dominated by sea, Sparta built a navy with Persian gold and began to gain ground. A plague killed over half of Athens' population. After years of conflict, Athens surrendered in 404 BCE, ending its democracy and independence. The war weakened all of Greece and paved the way for Macedonia to rise in power under Alexander the Great.
The document provides an overview of the Age of Exploration between 1450-1600. It discusses how Europeans were driven by desires for wealth to explore Africa, Asia, and the Americas. Portugal led initial voyages to find sea routes for trade and access to spices. Explorers like Columbus and da Gama opened up sea routes connecting Europe, Africa, Asia, and the Americas, leading Spain and other powers to colonize lands and claim territories around the world. Technological advances in navigation and shipbuilding enabled more ambitious voyages of exploration and trade.
The document provides an overview of European exploration and expansion between the 15th and 18th centuries. It describes the technological and navigational advances that enabled long voyages of discovery. It profiles major explorers like da Gama, Magellan, and Columbus and their voyages that connected Europe to other continents. It also summarizes the conquest of native American empires by Spain and Portugal, and the establishment of colonies in the Americas by several European powers. The resulting exchange of goods, crops and diseases between hemispheres had massive social, economic and demographic impacts globally.
The document provides information about various topics related to World History Unit II, including the Minoan and Mycenaean civilizations, important figures like Theseus and Agamemnon, locations like Crete and Troy, and the Iliad. It also covers the emergence of Greek civilization centered around the sea, including the polis system and Olympics. Additional sections discuss the rise of Rome near the Tiber River, its republican government and expansion through war, as well as emperors like Augustus and the Pax Romana period of peace.
The document is an English exam for high school students that contains 35 multiple choice questions testing students' ability to determine the meanings of words based on context clues. The questions cover a variety of vocabulary words ranging from "acquisitive" to "altruistic" and provide examples of how each word is used in a short sentence. The learning target stated is to define words through context clues or word analysis.
Violet is likely shy and introverted based on her stated dislike of being around many people and wish to hide. Sally Ann chose the small, older dog that was accustomed to being home alone and using a doggy door rather than the younger, larger dog used to more space. Julio and his father did not take much food because they were planning to eat the fish they caught. Ruri's family is moving to another place based on her empty room and house. As time passes, more gamers are becoming hooked on video games despite pressures to make them less violent. Michael is afraid of going into battle in Iraq based on his worries about bombs, death, and carnage.
This document is an English activity from Agriculture High School that aims to teach students the difference between literal and figurative language. It provides examples of both literal and figurative sentences and asks students to identify whether sample sentences are literal or figurative. The activity contains 25 sentences for students to classify and is intended to help them understand how words can be used literally or figuratively in context.
This document provides examples of literal and figurative language. Literal language uses words that have their normal or defined meanings, while figurative language uses exaggeration or altered meanings. The document gives examples of literal sentences like "The students are reading a short story" and figurative ones like "Bob's new corner office was just the icing on the cake." It then provides a task for students to identify 25 sentences as either literal or figurative.
The document appears to be an English exam for students at an Agriculture High School in the Philippines. It contains 35 multiple choice questions that test understanding of words in context. The questions cover a range of vocabulary words including acquisitive, acrid, acrimony, acute, adage, adamant, addicted, adept, adjacent, afflicted, affluent, affronted, aggrandize, aggravated, aghast, agile, agitated, agnostic, agony, agrarian, ailment, akin, alacrity, alert, aligned, allayed, alloy, allure, allusion, altitude, and altruistic. The students must determine the best meaning of each
This document contains an English lesson on identifying the four types of sentences according to their function: declarative, interrogative, imperative, and exclamatory. It provides examples of each type of sentence and their typical punctuation marks. Students are then asked to identify 15 sentences as one of the four types and write the appropriate end punctuation mark.
This document is an English activity from an Agriculture High School in the Philippines. The activity aims to teach students to identify sentences and fragments. It provides examples of sentences and fragments and has the students practice identifying whether given phrases are sentences or fragments. It also has the students correct sentence fragments by adding missing parts to make complete sentences. The activity contains two tasks - the first has students identify sentences and fragments, and the second has them correct fragments by making fun sentences.
This document is an English activity from an Agriculture High School in the Philippines. It provides instruction and practice with forming and using the future progressive tense. The activity contains examples of the future progressive tense, practice sentences to complete with the future tense of verbs in parentheses, and an assignment to write a short paragraph describing what one will be doing in a year using the future progressive tense.
This document provides instructions and examples for an English activity that teaches students to identify the complete subject and complete predicate in sentences. The complete subject includes a noun or pronoun that names the person, place or thing the sentence is about. The complete predicate includes the verb or verb phrase that tells something about the complete subject. Students are asked to practice this skill by writing the complete subject in one column and complete predicate in another column for sample sentences. They are also asked to draw a line between the complete subject and predicate and underline parts of each for additional sentences.
The document provides an activity worksheet for students to practice identifying simple subjects and simple predicates in sentences. It contains examples of sentences with the simple subject boxed and simple predicate underlined. Students are tasked with completing similar exercises to recognize simple subjects and predicates in additional sentences. The worksheet aims to teach students to break down sentences into their essential subject and predicate parts.
The document discusses basic sentence patterns in English. It identifies 5 common patterns: subject-verb (S-V), subject-verb-object (S-V-O), subject-linking verb-complement (S-LV-C), subject-verb-indirect object-object (S-V-IO-O), and subject-verb-object-objective complement (S-V-O-OC). Examples are provided for each pattern. Students are then given sentences and asked to identify which pattern each follows. The document provides a practice activity to help students learn to identify basic sentence patterns in English.
This document provides an activity worksheet on figures of speech for students at Agriculture High School in Midsayap, Cotabato. It defines 9 common figures of speech - hyperbole, irony, alliteration, metonymy, apostrophe, synecdoche, and provides examples of each. It then lists 10 sentences and asks students to identify the figure of speech used in each one. The objective is to familiarize students with basic kinds of figures of speech.
This document provides information about figures of speech and examples of their use. It begins with a definition of figures of speech as uses of language that enhance clarity, force, beauty or vividness of expression by departing from literal meanings. There are two main types - literal language using ordinary meanings, and figurative language using non-literal meanings.
The document then lists and defines three common figures of speech: similes which use "like" or "as" to explicitly compare two unlike things, metaphors which implicitly compare two unlike things, and personification which gives human qualities to non-human or abstract things.
Several examples of sentences using different figures of speech are provided, and students are tasked with identifying
This document contains an English activity from an agriculture high school in the Philippines. The activity aims to help students appreciate idiomatic expressions commonly used in daily speech. It provides examples of common idioms like "can of worms", "a few sandwiches short of a picnic", and "brownie points". Students are then tasked with matching the meanings of idioms used in sentences to choices in a box. The idioms include "smell a rat", "gone to the dogs", "something fishy", "took the bull by the horns", "let the cat out of the bag", "for the birds", "straight from the horse's mouth", "horse around", "cat got your tongue", and "hang on".
The document is an activity worksheet from an Agriculture High School in the Philippines. The activity aims to teach students about interjections by having them identify interjections in sample sentences and write their own sentences using interjections to express different emotions. Interjections are defined as words that express feeling or emotion and can stand alone or be used within sentences. Examples of common interjections like "Wow!", "Ouch!", and "Hello!" are provided. Students are tasked with underlining the interjection in 10 sentences and writing 5 new sentences using interjections to show emotions like anger, pain, sorrow, and hesitation.
1. The document is an English activity from an Agriculture High School in the Philippines. The activity focuses on identifying and classifying conjunctions into coordinating, correlative, and subordinating conjunctions.
2. Examples are provided for each type of conjunction showing how they are used with different parts of speech like nouns, verbs, adjectives.
3. Students are given practice exercises to identify the conjunctions in sentences and classify them.
This document is an English activity from an Agriculture High School in the Philippines. The activity aims to help students identify adverbs and prepositions. It provides examples of sentences containing prepositions and adverbs. It then gives two tasks for students to identify underlined words as prepositions or adverbs in sample sentences. The document provides the context and instructions to distinguish between adverbs and prepositions in sentences.
The document provides a lesson on prepositions for students. It defines prepositions and provides examples of common prepositions and compound prepositions. Students are tasked with identifying prepositional phrases in sentences and underlining the prepositions. The summary identifies the key elements in 3 sentences or less:
The document is an English lesson that defines prepositions, lists examples, and asks students to identify prepositional phrases in sentences by underlining the prepositions.
The document appears to be an English lesson on subject-verb agreement from an agriculture high school in the Philippines. It provides 14 rules for determining whether a singular or plural verb is needed to match its subject. Examples are given for each rule. At the end, there are exercises where students must underline the verb that agrees with its subject based on the rules.
This document contains an English activity from an Agriculture High School in the Philippines. The activity aims to practice subject-verb agreement by underlining the correct verb in each sentence that agrees with its subject. There are 35 sentences provided for students to identify the correct verb form based on whether the subject is singular or plural. The document also includes spaces for the student's name, date, section, and score.
1. AGRICULTURE HIGH SCHOOL
Agriculture, Midsayap, Cotabato
Name: __________________________________________ Date: ______________
Year and Section: _________________________________ Score: _____________
Subject: English 4
Activity No. 2-41
Activity Title: NAT Review (Reading Comprehension)
Objective: To comprehend and choose the correct answer from the selection.
DIRECTIONS: Read the passage below and answer the following questions. Encircle the letter of the correct answer.
Mount Vesuvius, a volcano located between the ancient Italian cities of Pompeii and Herculaneum, has
received much attention because of its frequent and destructive eruptions. The most famous of these eruptions
occurred in A.D. 79. The volcano had been inactive for centuries. There was little warning of the coming
eruption, although one account unearthed by archaeologists says that a hard rain and a strong wind had
disturbed the celestial calm during the preceding night. Early the next morning, the volcano poured a huge river
of molten rock down upon Herculaneum, completely burying the city and filling the harbor with coagulated lava.
Meanwhile, on the other side of the mountain, cinders, stone and ash rained down on Pompeii. Sparks from the
burning ash ignited the combustible rooftops quickly. Large portions of the city were destroyed in the
conflagration. Fire, however, was not the only cause of destruction. Poisonous sulfuric gases saturated the air.
These heavy gases were not buoyant in the atmosphere and therefore sank toward the earth and suffocated
people. Over the years, excavations of Pompeii and Herculaneum have revealed a great deal about the behavior
of the volcano. By analyzing data, much as a zoologist dissects an animal specimen, scientists have concluded
that the eruption changed large portions of the area's geography. For instance, it turned the Sarno River from its
course and raised the level of the beach along the Bay of Naples. Meteorologists studying these events have also
concluded that Vesuvius caused a huge tidal wave that affected the world's climate. In addition to making these
investigations, archaeologists have been able to study the skeletons of victims by using distilled water to wash
away the volcanic ash. By strengthening the brittle bones with acrylic paint, scientists have been able to
examine the skeletons and draw conclusions about the diet and habits of the residents. Finally, the excavations
at both Pompeii and Herculaneum have yielded many examples of classical art, such as jewelry made of bronze,
which is an alloy of copper and tin. The eruption of Mount Vesuvius and its tragic consequences have provided
everyone with a wealth of data about the effects that volcanoes can have on the surrounding area. Today,
volcanologists can locate and predict eruptions, saving lives and preventing the destruction of other cities and
cultures.
1. Herculaneum and its harbor were buried under _________ lava.
A. liquid
B. solid
C. flowing
D. gas
E. Answer not available
2. The poisonous gases were not _________ in the air.
A. able to float
B. visible
C. able to evaporate
D. invisible
E. able to condense
3. Scientists analyzed data about Vesuvius in the same way that a zoologist_________ a specimen.
A. describes in detail
B. studies by cutting apart
C. photographs
D. chart
E. Answer not available
4. _________ have concluded that the volcanic eruption caused a tidal wave.
A. Scientists who study oceans
B. Scientists who study atmospheric conditions
C. Scientists who study ash
D. Scientists who study animal behavior
E. Answer not available in article
5. Scientists have used _________ water to wash away volcanic ash from the skeletons of victims.
A. bottled
B. volcanic
C. purified
D. sea
E. fountain
Conflict had existed between Spain and England since the 1570s. England wanted a share of the wealth
that Spain had been taking from the lands it had claimed in the Americas. Elizabeth I, Queen of England,
encouraged her staunch admiral of the navy, Sir Francis Drake, to raid Spanish ships and towns. Though these
raids were on a small scale, Drake achieved dramatic success, adding gold and silver to England's treasury and
diminishing Spain's supremacy. Religious differences also caused conflict between the two countries. Whereas
Spain was Roman Catholic, most of England had become Protestant. King Philip II of Spain wanted to claim the
throne and make England a Catholic country again. To satisfy his ambition and also to retaliate against England's
2. theft of his gold and silver, King Philip began to build his fleet of warships, the Spanish Armada, in January 1586.
Philip intended his fleet to be indestructible. In addition to building new warships, he marshaled 130 sailing
vessels of all types and recruited more than 19,000 robust soldiers and 8,000 sailors. Although some of his ships
lacked guns and others lacked ammunition, Philip was convinced that his Armada could withstand any battle
with England. The martial Armada set sail from Lisbon, Portugal, on May 9, 1588, but bad weather forced it back
to port. The voyage resumed on July 22 after the weather became more stable. The Spanish fleet met the
smaller, faster, and more maneuverable English ships in battle off the coast of Plymouth, England, first on July
31 and again on August 2. The two battles left Spain vulnerable, having lost several ships and with its
ammunition depleted. On August 7, while the Armada lay at anchor on the French side of the Strait of Dover,
England sent eight burning ships into the midst of the Spanish fleet to set it on fire. Blocked on one side, the
Spanish ships could only drift away, their crews in panic and disorder. Before the Armada could regroup, the
English attacked again on August 8. Although the Spaniards made a valiant effort to fight back, the fleet suffered
extensive damage. During the eight hours of battle, the Armada drifted perilously close to the rocky coastline.
At the moment when it seemed that the Spanish ships would be driven onto the English shore, the wind shifted,
and the Armada drifted out into the North Sea. The Spaniards recognized the superiority of the English fleet and
returned home, defeated.
6. Sir Francis Drake added wealth to the treasury and diminished Spain's _________.
A. unlimited power
B. unrestricted growth
C. territory
D. treaties
E. Answer not available in article
7. King Philip recruited many ______ soldiers and sailors.
A. warlike
B. strong
C. accomplished
D. timid
E. inexperienced
8. The ______ Armada set sail on May 9, 1588.
A. complete
B. warlike
C. independent
D. isolated
E. Answer not available
9. The two battles left the Spanish fleet _________.
A. open to change
B. triumphant
C. open to attack
D. defeated
E. discouraged
10. The Armada was ______ on one side.
A. closed off
B. damaged
C. alone
D. circled
E. Answer not available in this article
The victory of the small Greek democracy of Athens over the mighty Persian Empire in490 B.C. is one of
the most famous events in history. Darius, king of the Persian Empire, was furious because Athens had
interceded for the other Greek city-states in revolt against Persian domination. In anger the king sent an
enormous army to defeat Athens. He thought it would take drastic steps to pacify the rebellious part of the
empire. Persia was ruled by one man. In Athens, however, all citizens helped to rule. Ennobled by this
participation, Athenians were prepared to die for their city-state. Perhaps this was the secret of the remarkable
victory at Marathon, which freed them from Persian rule. On their way to Marathon, the Persians tried to fool
some Greek city-states by claiming to have come in peace. The frightened citizens of Delos refused to believe
this. Not wanting to abet the conquest of Greece, they fled from their city and did not return until the Persians
had left. They were wise, for the Persians next conquered the city of Eritrea and captured its people. Tiny Athens
stood alone against Persia. The Athenian people went to their sanctuaries. There they prayed for deliverance.
They asked their gods to expedite their victory. The Athenians refurbished their weapons and moved to the
plain of Marathon, where their little band would meet the Persians. At the last moment, soldiers from Plataea
reinforced the Athenian troops. The Athenian army attacked, and Greek citizens fought bravely. The power of
the mighty Persians was offset by the love that the Athenians had for their city. Athenians defeated the Persians
in both archery and hand combat. Greek soldiers seized Persian ships and burned them, and the Persians fled in
terror. Herodotus, a famous historian, reports that 6,400 Persians died, compared to only 192 Athenians.
11. Athens had _________ the other Greek city-states against the Persians.
A. refused help to
B. intervened on behalf of
C. wanted to fight
D. given orders for all to fight
E. defeated
12. Darius took drastic steps to ________ the rebellious Athenians.
A. weaken
B. destroy
3. C. calm
D. irritate
E. Answer not available
13. Their participation _________ to the Athenians.
A. gave comfort
B. gave honor
C. gave strength
D. gave fear
E. gave hope
14. The people of Delos did not want to ______ the conquest of Greece.
A. end
B. encourage
C. think about
D. daydream about
E. Answer not available
15. The Athenians were _________ by some soldiers who arrived from Plataea.
A. welcomed
B. strengthened
C. held
D. captured
E. Answer not available
The Trojan War is one of the most famous wars in history. It is well known for the 10- year duration, for
the heroism of a number of legendary characters, and for the Trojan horse. What may not be familiar, however,
is the story of how the war began. According to Greek myth, the strife between the Trojans and the Greeks
started at the wedding of Peleus, King of Thessaly, and Thetis, a sea nymph. All of the gods and goddesses had
been invited to the wedding celebration in Troy except Eris, goddess of discord. She had been omitted from the
guest list because her presence always embroiled mortals and immortals alike in conflict. To take revenge on
those who had slighted her, Eris decided to cause a skirmish. Into the middle of the banquet hall, she threw a
golden apple marked "for the most beautiful." All of the goddesses began to haggle over who should possess it.
The gods and goddesses reached a stalemate when the choice was narrowed to Hera, Athena, and Aphrodite.
Someone was needed to settle the controversy by picking a winner. The job eventually fell to Paris, son of King
Priam of Troy, who was said to be a good judge of beauty. Paris did not have an easy job. Each goddess, eager to
win the golden apple, tried aggressively to bribe him. "I'll grant you vast kingdoms to rule," promised Hera.
"Vast kingdoms are nothing in comparison with my gift," contradicted Athena. "Choose me and I'll see that you
win victory and fame in war." Aphrodite outdid her adversaries, however. She won the golden apple by offering
Helen, daughter of Zeus and the most beautiful mortal in the land, to Paris. Paris, anxious to claim Helen, set off
for Sparta in Greece. Although Paris learned that Helen was married, he nevertheless accepted the hospitality of
her husband, King Menelaus of Sparta. Therefore, Menelaus was outraged for a number of reasons when Paris
departed, taking Helen and much of the king's wealth back to Troy. Menelaus collected his loyal forces and set
sail for Troy to begin the war to reclaim Helen.
16. Eris was known for _________ both mortals and immortals.
A. scheming against
B. creating conflict amongst
C. feeling hostile toward
D. ignoring
E. comforting
17. Each goddess tried ______ to bribe Paris.
A. boldly
B. effectively
C. secretly
D. carefully
E. Answer not available
18. Athena _________ Hera, promising Paris victory and fame in war.
A. disregarded the statement of
B. defeated
C. agreed with
D. restated the statement of
E. questioned the statement of
There are two types of pottery that I do. There is production pottery --- mugs, tableware, the kinds of things that
sell easily. These pay for my time to do the other work, which is more creative and satisfies my needs as an
artist.
19. The author of the passage implies that:
A. artists have a tendency to waste valuable time
B. creativity and mass-production are incompatible
C. most people do not appreciate good art
D. pottery is not produced by creative artists
20. What does the second sentence do?
A. It restates the idea found in the first.
B. It states an effect.
C. It gives an example.
D. It analyzes the statement made in the first.
4. Answers and Explanations
1. B: "Coagulated" means solidified. Liquid (A) is an opposite of solid. Flowing (C)
assumes a liquid, not solid, state. Gas (D) is another opposite of solid. (Three states of
matter, like volcanic material, are liquid, solid, and gaseous.)
2. A: "Buoyant" means able to float. The passage indicates this by indicating that the
gases therefore, sank toward earth and suffocated people. Buoyant does not mean visible
(B) or possible to see. Able to float/buoyant does not mean able to evaporate (C).
Evaporation means turning to vapor, which only liquids can do. Gases are already vapors.
Buoyant does not mean invisible (D) or unseen. Able to float does not mean able to
condense (E), i.e. turn from vapor to liquid.
3. B: "Dissect" means to cut apart for study. It does not mean to describe in detail (A),
to photograph (C), or to chart (D) a specimen.
4. B: Meteorologists are scientists who study atmospheric conditions, particularly
weather. Scientists who study oceans (A) are oceanographers, i.e. marine scientists.
Scientists who study ash (C) do not exist as members of a separate discipline. Climate
scientists and many others concerned with its effects study volcanic ash. Scientists who
study animal behavior (D) are ethologists or animal behaviorists and do not study ash.
5. C: Distilled water is purified water. Distilled water is not equivalent to bottled (A),
volcanic (B), sea (D), or fountain (E) water.
6. A: "Supremacy" means unlimited power, not unrestricted growth (B). The passage
states that Drake diminished Spain's supremacy, but does not specifically mention
diminishing its territory (C). Drake's raids enriched England and reduced Spain's power;
no mention is made of eliminating any treaties (D).
7. B: "Robust" means strong. It does not mean warlike (A), accomplished (C) or
competent, timid (D) or fearful, or inexperienced (E).
8. B: "Martial" means warlike or war-related. It does not mean complete (A),
independent (C), or isolated (D).
9. C: "Vulnerable" means open to attack or susceptible to harm. It does not mean open
to change (A) or receptive, triumphant (B) or victorious, defeated (D) or beaten-they
were vulnerable to attack first and then consequently were defeated-or discouraged (E),
i.e. disheartened or dispirited.
10. A: The passage indicates the Armada was "blocked" on one side, i.e. closed off rather
than damaged (B) (it was damaged extensively, not on one side); alone (C) or circled (D),
i.e. surrounded, neither of which can be done on only one side.
11. B: "Interceded for" means intervened on behalf of, not refused help to (A), wanted to
fight (C), given orders for all to fight (D), or defeated (E).
12. C: "Pacify" means to calm or make peaceful. It does not mean to make weaker (A), to
destroy (B), or to irritate (D), i.e. annoy or provoke.
13. B: "Ennobled" means gave honor to or made noble. It does not mean gave comfort
(A) or solace, gave strength (C), i.e. fortified or reinforced, gave fear (D) or frightened, or
gave hope (E) or encouraged.
14. B: To "abet" means to enable, support, or encourage, usually in crime or doing
something wrong. It does not mean to end (A), think about (C), or daydream about (D)
something.
15. B: "Reinforced" means strengthened, not welcomed (A), held (C), or captured (D).
16. B: The passage states that the presence of Eris, goddess of discord, "always
embroiled mortals and immortals alike in conflict." Embroiling them in conflict is
creating conflict amongst them. It does not mean scheming against (A) them, feeling
hostile toward (C) them, ignoring (D) them, or comforting (E) them.
17. A: "Aggressively" means boldly. It does not mean effectively (B) or successfully,
secretly (C), or carefully (D).
18. A: "Contradicted" means Athena disregarded Hera's statement and disputed or
countered it. It does not mean she defeated (B) her statement, agreed with (C) it, restated
(D) it, or questioned (E) it
19. The correct answer is (B) "creativity and mass-production are incompatible." The author of
the passage implies that creativity and mass-production are incompatible.
20. The correct answer is (B) "It states an effect."
The second sentence states an effect.