3. Which group of Native Americans ruled a mighty empire in Mexico? a. Cherokees b. Incas c. Africans d. Aztecs

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1 WEEKLY QUIZ: WEEK 14: Lower Grammar* ON A SEPARATE PIECE OF PAPER, NUMBER DOWN ANSWER THE QUESTIONS BY CHOOSING THE LETTER IN FRONT OF THE CORRECT ANSWER AND WRITING IT DOWN ON YOUR PAPER. 1. Who was the Spanish explorer who conquered what is now central and southern Mexico? a. Amerigo Vespucci b. Jacques Cartier c. Hernando Cortes d. Christopher Columbus a. Hernando de Soto b. Yanez Pinzon c. Francisco Pizarro d. Prince Henry the Navigator a. Cherokees b. Incas c. Africans d. Aztecs a. to conquer and maintain large land-holdings b. to obtain prisoners to sacrifice to their gods c. to discover new items to trade d. to show the strength of their fighting men a. tortillas b. jalepeno peppers c. cornbread d. pinto beans a. dogs b. buffalo c. ducks d. rabbits a. wooden b. straw c. concrete d. adobe a. relying on their memory of what happened in previous seasons b. watching the sway of the trees to determine wind strength c. by studying stars and planets d. by praying to their gods a. llamas b. wild dogs c. geese d. baby goats a. clay pits b. tops of tall trees c. under mounds of rocks d. stone chambers *GIVE ORALLY OR IN WRITTEN FORM: Use simpler words if necessary to communicate each question.

2 WEEKLY QUIZ: WEEK 14: Upper Grammar 1. ON NOTEBOOK PAPER, NUMBER DOWN 1-5 (2 spaces each). Tell what each of these means: 1. rosary 2. grueling 3. slogan 4. alpaca 5. precinct ON NOTEBOOK PAPER, NUMBER DOWN ANSWER THE QUESTIONS BY CHOOSING THE LETTER IN FRONT OF THE CORRECT ANSWER AND WRITING IT ON YOUR PAPER. 1. Who was the Spanish explorer who conquered what is now central and southern Mexico? a. Amerigo Vespucci b. Jacques Cartier c. Hernando Cortes d. Christopher Columbus a. Hernando de Soto b. Yanez Pinzon c. Francisco Pizarro d. Prince Henry the Navigator a. Cherokees b. Incas c. Africans d. Aztecs a. to conquer and maintain large land-holdings b. to obtain prisoners to sacrifice to their gods c. to discover new items to trade d. to show the strength of their fighting men a. tortillas b. jalepeno peppers c. cornbread d. pinto beans a. dogs b. buffalo c. ducks d. rabbits a. wooden b. straw c. concrete d. adobe a. relying on their memory of what happened in previous seasons b. watching the sway of the trees to determine wind strength c. by studying stars and planets d. by praying to their gods a. llamas b. wild dogs c. geese d. baby goats a. clay pits b. tops of tall trees c. under mounds of rocks d. stone chambers 11. How did common Inca workers pay taxes? a. with multi-colored beads b. giving a portion of their crops, livestock, or fish c. selling slaves to the government d. There were no Incan taxes! 12. What is a historian s major source of information about the Incas? a. original documents b. archaeological remains c. the internet d. movies on cable 13. On which continent is Peru? a. North America b. Europe c. South America d. Asia 14. Which Indian people group built towering temples and ceremonies offering human sacrifices? a. Aztecs b. Incas c. Mayans d. Cherokees 15. Who dominated and destroyed the Aztecs? a. French b. Incas c. English d. Spanish

3 WEEKLY QUIZ: WEEK 14: Dialectic 1. DEFINE THE FOLLOWING*: a. evoke b. evolve c. exactitude d. exasperate e. excavation 2. ON NOTEBOOK PAPER, NUMBER DOWN ANSWER THE QUESTIONS AND WRITE THE ANSWERS ON YOUR PAPER. 1. Who was the Spanish explorer who conquered what is now central and southern Mexico? 11. How did common Inca workers pay taxes? 12. What is a historian s major source of information about the Incas? 13. On which continent is Peru? 14. Which Indian people group built towering temples and ceremonies offering human sacrifices? 15. Who dominated and destroyed the Aztecs?

4 WEEKLY QUIZ: WEEK 14: Rhetoric 1. DEFINE THE FOLLOWING*: a. evoke: b. evolve: c. exactitude: d. exasperate: e. excavation: f. excerpt: g. excise: h. excruciating: i. exculpate: j. excommunicate: 2. ON NOTEBOOK PAPER, NUMBER DOWN ANSWER THE QUESTIONS BY CHOOSING THE CORRECT WORD(S) FOR THE BLANK AND WRITING IT ON YOUR PAPER. 1. Who was the Spanish explorer who conquered what is now central and southern Mexico? 11. How did common Inca workers pay taxes? 12. What is a historian s major source of information about the Incas? 13. On which continent is Peru? 14. Which Indian people group built towering temples and ceremonies offering human sacrifices? 15. Who dominated and destroyed the Aztecs?

5 Answers to Week 14 Quizzes Lower Grammar: 10 points each question. 1. c 4. b 2. a 5. a 3. d 6. a 7. d 8. c 9. a 10.d Upper Grammar: Section 1: 2 points each. Section 2: 6 points each. Section 1: words in definitions must not precisely match, but encourage completeness! 1. rosary: a string of beads for keeping count in saying a series of prayers, or the set of prayers said with such beads. 2. grueling: very tiring; exhausting. 3. slogan: a word or phrase used by a business, club, political party, or the like, to advertise its purpose; motto. 4. alpaca:a sheeplike animal of South America, with long, soft, silky hair or wool. It is a mammal closely related to, but somewhat smaller than, the llama. 5. precinct: a part or district, especially of a city. Section 2: 1-10 same as Lower Grammar questions above. 11. b 12. b 13. c 14. a 15. d Dialectic: Section 1: 2 points each. Section 2: 6 points each. Section 1: a. evoke: to call forth; bring out. d. exasperate: to irritate very much; annoy greatly; make b. evolve: to develop gradually; work out; unfold. angry. Secondarily: in biology: to develop by a process of growth and change to a more highly organized condition. e. excavation: the act or process of digging out or up; digging; an excavating, or, the hole made by excavating. c. exactitude: exact; noun = exact. Section 2: 1. Hernando Cortes 2. Hernando de Soto 3. Aztecs 4. to obtain prisoners to sacrifice to their gods 5. tortillas 6. dogs 7. adobe 8. by studying stars and planets 9. llamas 10. stone chambers 11. giving the government a portion of their crops, livestock, or fish 12. archaeological remains 13. South America 14. Aztecs 15. Spanish Rhetoric: Section 1: 1 point each. Section 2: 6 points each. Section 1: a-e: please see above in Dialectic section f. excerpt: a passage taken out of a book or other source; quotation; extract. g. excise: a tax on the manufacture, sale, or use of certain articles made, sold, or used within a country. h. excruciating: causing great suffering; very painful; torturing. i. exculpate: to free from blame; prove innocent. j. excommunicate: to cut off from membership in a church; shut out from communion with the church; prohibit from participating in any of the rites of a church. Section 2: Same as Dialectic level above.

6 Optional Essays: Rhetoric After making sure your student is well prepared, dictate one or more of the following essays to him as a writing assignment or timed test (30 minutes): 1. The Aztec and Inca empires were vast and sophisticated. Indeed, Tenochtitlan was a marvel of engineering that rivaled Venice and may have had a population that exceeded any city in Europe at the time the Spanish arrived there. Yet, the Spaniards felt free to conquer and exploit the Aztecs. Explain how a Christian culture could show such blatant disregard for an advanced and thriving viable culture. Answers: This essay is a repeat of a question asked in the discussion notes. It is an upper-level essay. It depends on the student having thoroughly discussed this question with you during the week. The student may structure this essay in any number of ways: it is very open ended. He might choose three main reasons for Christian ethnocentrism, such as: the belief that European = Christian, therefore, to the Spaniards, to evangelize meant to make European as well; the fact that these Spanish Christians were also sinners who used the gospel as an excuse to force natives to do their bidding; the belief, common in their day, that Scripture supported forcible evangelism. (There are other reasons, too. I just chose the first three that came to mind.) This would represent the most direct answer to the question. He also might structure the essay to begin, in his first paragraph, by discussing the technological similarities and differences that show that though the two cultures were comparable, the Spanish enjoyed clear technological superiority. Then, he might go on to discuss the fact that the Aztecs were a wicked people, and say that God used the Spaniards to execute divine justice on them. If he says this, he needs to support his answer with facts and Scripture. He could then, in a third paragraph, discuss the fact that a general regard for alternate, but valid, cultures is a somewhat modern idea, and that Spaniards were simply engaged in armed conquest, with no reference to their religious convictions (which embraced their current notions of empire building and conquest. For evidence of this, witness the Crusades). There are many ways to go with this essay. Your job, as the instructor who discussed this topic with the student, is to gauge how well he internalized and understood the issues you raised, and then to assess how well he organized his reply. 2. The Spanish and the Aztec cultures were not very far apart in their respective degrees of cruelty. Compare and contrast the Spanish persecution of Jews (and later Protestants), Inquisition practices, and ambitious desire to rule natives of other lands with the human sacrifice, idolatry, and warlike culture of the Aztecs. Answers: This essay invites the student to sum up discussions on historical readings as they apply to Church History. Since it is compare/contrast, it will not use a three-paragraph structure, but rather a two-paragraph one, bracketed by introductory and concluding paragraphs. He should use a Venn diagram to do his prewriting. The student should include many facts in his comparison, displaying his comprehension of the two cultures. To get an A+, he should also include a Scripture or two, and have an insightful point to make in the course of his comparison. Remember to grade for structure, content (facts he chooses to support his position), and overall conclusions. The structure should retain rigid parallelism: if he starts with torture when discussing the Spaniards, he should start with it while discussing the Aztecs.

7 Optional Literature question for Rhetoric level students: Question: 35 minutes, if timed: Utopia, by Sir Thomas More, presents the blueprint of a perfect world. In a well-structured essay, choose three areas of society More discussed. Analyze his presentation of perfection for each area from a biblical perspective, and if you disagree with his ideas, share how you would improve, or change, them. Answer: This is a personalized essay, and will be most useful for discerning what your child took away from your discussions of More this past week. Look for structure, as always. Did he choose three major areas of society? (These might include marriage, money, possessions, government, etc.) Did he clearly indicate More s views on each topic? Did he analyze More s view from a biblical perspective? Did he give his opinion of More s ideas? The essay should stand or fall on these questions, not particularly on your student s ideas or choices, for the essay invites him to be selective purely according to his own preferences.