Question
(From "More Variety for Kennedy PE Classes", Illuminate)
Question: Read this sentence from paragraph 2. "I'd love to be as fit as a fiddle." What does fit as a fiddle mean as used in this text?
More Variety for Kennedy PE Classes
1
Kickball. Stretching. Walking briskly. Team sports. Dancing. Nothing beats the feeling one gets from working up a good sweat. The U.S. Department of Health and Human Services recommends at least sixty minutes of physical activity each day. However, many of today's youth have somehow gotten lost in the world of tablets, video games, and endless hours of staring contests with televisions. With all of these new time-consuming gadgets, daily physical activity has been placed on the back burner.* As many of my family's elder statesmen have frankly stated, "This new generation needs to exercise more!" It sounds harsh, but it's true. Many of my friends would rather be sitting in front of a gadget than exercising to help keep their bodies strong and healthy. The writing is clearly on the wall. We get it. Physical activity needs to be a top priority.
2
By no means am I the model of physical fitness, but I am an advocate for optimizing health. Between studying, chores, spending time with family, after-school clubs, social networking, and other miscellaneous "to-do" lists, most teens barely have time to squeeze in sleep, let alone any other daily activities. Yet according to the Center for Disease Control (CDC), physical activity in adolescents improves strength and endurance, helps build strong bones, reduces stress, increases self-esteem, and it is also known to increase brain function. I'd love to reduce stress. I'd love to have strong bones. I'd love to increase brainpower. I'd love to be as fit as a fiddle. Be that as it may, many adolescents find it difficult to prioritize exercise, and we depend on getting those sixty minutes of daily physical activity at school.
3
Many schools are increasing physical fitness by providing comprehensive programs, increasing physical activities in classrooms, and providing opportunities for students to participate in intramural sports. This is not the case here at Kennedy Middle School. Variety is the spice of life, and a major concern at our school is that we simply do not have a balanced assortment of physical activities to choose from. We are forced to take the same colorless physical education classes year after year. At our school, gym simply consists of a sixty-minute tutorial on team sports. Granted, most of us appreciate the opportunity to exercise and learn about physical education. However, research proves that variety in exercise routines increases motivation. Even though schools provide an opportunity for students to exercise, there are students who are just not interested in traditional PE courses. Physical activity just isn't enjoyable. Many of my peers would certainly appreciate the flexibility of choosing from a list of accessible PE courses that uniquely meet each individual's needs. Accommodating the personal needs of each student is difficult, but lengthening the playing field will encourage more students to be active. Don't choose for us. Give us the choice.
4
Why not offer yoga as an option for PE? Teens should be able to practice yoga for the same reason adults do: to reduce stress. Teens need to relax too, and yoga is an excellent way to relax the mind and body. For outdoor enthusiasts, offer a course that includes all outdoor activities such as rock climbing, hiking, and biking. This may appeal to students who have done these activities on their own or those who simply want to try something new. Include a year-long walking or jogging course in which students can participate in a 5K race by the end of the year. There is no greater feeling than setting a goal and crossing the finish line. General aerobics sounds like fun, too.
5
Kennedy Middle School, increase student motivation to exercise at school by offering more variety. Encourage students to choose exercise over nonphysical activities by offering a more desirable range of PE classes. I guarantee you will see more students who are desperate to get the recommended amount of daily exercise. Dancing and music runs through my veins. If Kennedy Middle School offered a dance aerobics class, I'd be the first to sign up!
* back burner: Something placed on the "back burner" is something that is not urgent—something that is set aside to be dealt with later.
(From "More Variety for Kennedy PE Classes", Illuminate)
Question: Read this sentence from paragraph 2. "I'd love to be as fit as a fiddle." What does fit as a fiddle mean as used in this text?
(1 point)
Responses
A talented musician
A talented musician
In average shape
In average shape
A nicely built instrument
A nicely built instrument
In top physical condition
In top physical condition
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answered
**In top physical condition**
This phrase typically means being in excellent physical shape or health, which fits the context of the author's desire to improve health and fitness.
BTS ARMY
answered
Question
(From "More Variety for Kennedy PE Classes", Illuminate)
Question: A person reading this text can make the assumption that the author has conducted research on this topic. This is best supporting by which of the following?
More Variety for Kennedy PE Classes
1
Kickball. Stretching. Walking briskly. Team sports. Dancing. Nothing beats the feeling one gets from working up a good sweat. The U.S. Department of Health and Human Services recommends at least sixty minutes of physical activity each day. However, many of today's youth have somehow gotten lost in the world of tablets, video games, and endless hours of staring contests with televisions. With all of these new time-consuming gadgets, daily physical activity has been placed on the back burner.* As many of my family's elder statesmen have frankly stated, "This new generation needs to exercise more!" It sounds harsh, but it's true. Many of my friends would rather be sitting in front of a gadget than exercising to help keep their bodies strong and healthy. The writing is clearly on the wall. We get it. Physical activity needs to be a top priority.
2
By no means am I the model of physical fitness, but I am an advocate for optimizing health. Between studying, chores, spending time with family, after-school clubs, social networking, and other miscellaneous "to-do" lists, most teens barely have time to squeeze in sleep, let alone any other daily activities. Yet according to the Center for Disease Control (CDC), physical activity in adolescents improves strength and endurance, helps build strong bones, reduces stress, increases self-esteem, and it is also known to increase brain function. I'd love to reduce stress. I'd love to have strong bones. I'd love to increase brainpower. I'd love to be as fit as a fiddle. Be that as it may, many adolescents find it difficult to prioritize exercise, and we depend on getting those sixty minutes of daily physical activity at school.
3
Many schools are increasing physical fitness by providing comprehensive programs, increasing physical activities in classrooms, and providing opportunities for students to participate in intramural sports. This is not the case here at Kennedy Middle School. Variety is the spice of life, and a major concern at our school is that we simply do not have a balanced assortment of physical activities to choose from. We are forced to take the same colorless physical education classes year after year. At our school, gym simply consists of a sixty-minute tutorial on team sports. Granted, most of us appreciate the opportunity to exercise and learn about physical education. However, research proves that variety in exercise routines increases motivation. Even though schools provide an opportunity for students to exercise, there are students who are just not interested in traditional PE courses. Physical activity just isn't enjoyable. Many of my peers would certainly appreciate the flexibility of choosing from a list of accessible PE courses that uniquely meet each individual's needs. Accommodating the personal needs of each student is difficult, but lengthening the playing field will encourage more students to be active. Don't choose for us. Give us the choice.
4
Why not offer yoga as an option for PE? Teens should be able to practice yoga for the same reason adults do: to reduce stress. Teens need to relax too, and yoga is an excellent way to relax the mind and body. For outdoor enthusiasts, offer a course that includes all outdoor activities such as rock climbing, hiking, and biking. This may appeal to students who have done these activities on their own or those who simply want to try something new. Include a year-long walking or jogging course in which students can participate in a 5K race by the end of the year. There is no greater feeling than setting a goal and crossing the finish line. General aerobics sounds like fun, too.
5
Kennedy Middle School, increase student motivation to exercise at school by offering more variety. Encourage students to choose exercise over nonphysical activities by offering a more desirable range of PE classes. I guarantee you will see more students who are desperate to get the recommended amount of daily exercise. Dancing and music runs through my veins. If Kennedy Middle School offered a dance aerobics class, I'd be the first to sign up!
* back burner: Something placed on the "back burner" is something that is not urgent—something that is set aside to be dealt with later.
(From "More Variety for Kennedy PE Classes", Illuminate)
Question: A person reading this text can make the assumption that the author has conducted research on this topic. This is best supporting by which of the following?
(1 point)
Responses
However, many of today's youth have somehow gotten lost in the world of tablets, video games, and endless hours of staring contests with televisions.
However, many of today's youth have somehow gotten lost in the world of tablets, video games, and endless hours of staring contests with televisions.
Yet according to the Center for Disease Control (CDC), physical activity in adolescents improves strength and endurance, helps build strong bones, reduces stress, increases self-esteem, and it is also known to increase brain function.
Yet according to the Center for Disease Control (CDC), physical activity in adolescents improves strength and endurance, helps build strong bones, reduces stress, increases self-esteem, and it is also known to increase brain function.
Even though schools provide an opportunity for students to exercise, there are students who are just not interested in traditional PE courses.
Even though schools provide an opportunity for students to exercise, there are students who are just not interested in traditional PE courses.
For outdoor enthusiasts, offer a course that includes all outdoor activities such as rock climbing, hiking, and biking.
For outdoor enthusiasts, offer a course that includes all outdoor activities such as rock climbing, hiking, and biking.
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answered
**Yet according to the Center for Disease Control (CDC), physical activity in adolescents improves strength and endurance, helps build strong bones, reduces stress, increases self-esteem, and it is also known to increase brain function.**
This sentence references credible research from a reputable source (the CDC), indicating that the author has sought out information to support their claims regarding the benefits of physical activity for adolescents.
BTS ARMY
answered
Question
(From "More Variety for Kennedy PE Classes", Illuminate)
Question: According to the writing, adding a different selection of classes impacts which of the following?
More Variety for Kennedy PE Classes
1
Kickball. Stretching. Walking briskly. Team sports. Dancing. Nothing beats the feeling one gets from working up a good sweat. The U.S. Department of Health and Human Services recommends at least sixty minutes of physical activity each day. However, many of today's youth have somehow gotten lost in the world of tablets, video games, and endless hours of staring contests with televisions. With all of these new time-consuming gadgets, daily physical activity has been placed on the back burner.* As many of my family's elder statesmen have frankly stated, "This new generation needs to exercise more!" It sounds harsh, but it's true. Many of my friends would rather be sitting in front of a gadget than exercising to help keep their bodies strong and healthy. The writing is clearly on the wall. We get it. Physical activity needs to be a top priority.
2
By no means am I the model of physical fitness, but I am an advocate for optimizing health. Between studying, chores, spending time with family, after-school clubs, social networking, and other miscellaneous "to-do" lists, most teens barely have time to squeeze in sleep, let alone any other daily activities. Yet according to the Center for Disease Control (CDC), physical activity in adolescents improves strength and endurance, helps build strong bones, reduces stress, increases self-esteem, and it is also known to increase brain function. I'd love to reduce stress. I'd love to have strong bones. I'd love to increase brainpower. I'd love to be as fit as a fiddle. Be that as it may, many adolescents find it difficult to prioritize exercise, and we depend on getting those sixty minutes of daily physical activity at school.
3
Many schools are increasing physical fitness by providing comprehensive programs, increasing physical activities in classrooms, and providing opportunities for students to participate in intramural sports. This is not the case here at Kennedy Middle School. Variety is the spice of life, and a major concern at our school is that we simply do not have a balanced assortment of physical activities to choose from. We are forced to take the same colorless physical education classes year after year. At our school, gym simply consists of a sixty-minute tutorial on team sports. Granted, most of us appreciate the opportunity to exercise and learn about physical education. However, research proves that variety in exercise routines increases motivation. Even though schools provide an opportunity for students to exercise, there are students who are just not interested in traditional PE courses. Physical activity just isn't enjoyable. Many of my peers would certainly appreciate the flexibility of choosing from a list of accessible PE courses that uniquely meet each individual's needs. Accommodating the personal needs of each student is difficult, but lengthening the playing field will encourage more students to be active. Don't choose for us. Give us the choice.
4
Why not offer yoga as an option for PE? Teens should be able to practice yoga for the same reason adults do: to reduce stress. Teens need to relax too, and yoga is an excellent way to relax the mind and body. For outdoor enthusiasts, offer a course that includes all outdoor activities such as rock climbing, hiking, and biking. This may appeal to students who have done these activities on their own or those who simply want to try something new. Include a year-long walking or jogging course in which students can participate in a 5K race by the end of the year. There is no greater feeling than setting a goal and crossing the finish line. General aerobics sounds like fun, too.
5
Kennedy Middle School, increase student motivation to exercise at school by offering more variety. Encourage students to choose exercise over nonphysical activities by offering a more desirable range of PE classes. I guarantee you will see more students who are desperate to get the recommended amount of daily exercise. Dancing and music runs through my veins. If Kennedy Middle School offered a dance aerobics class, I'd be the first to sign up!
* back burner: Something placed on the "back burner" is something that is not urgent—something that is set aside to be dealt with later.
(From "More Variety for Kennedy PE Classes", Illuminate)
Question: According to the writing, adding a different selection of classes impacts which of the following?
(1 point)
Responses
Level of fitness
Level of fitness
Changes in diet
Changes in diet
Participation
Participation
Motivation
Motivation
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answered
**Motivation**
The text mentions that "variety in exercise routines increases motivation" and suggests that offering a broader range of physical education classes would encourage more students to participate and be active.
BTS ARMY
answered
Question
(From "More Variety for Kennedy PE Classes", Illuminate)
Question: What is the central idea of the text?
More Variety for Kennedy PE Classes
1
Kickball. Stretching. Walking briskly. Team sports. Dancing. Nothing beats the feeling one gets from working up a good sweat. The U.S. Department of Health and Human Services recommends at least sixty minutes of physical activity each day. However, many of today's youth have somehow gotten lost in the world of tablets, video games, and endless hours of staring contests with televisions. With all of these new time-consuming gadgets, daily physical activity has been placed on the back burner.* As many of my family's elder statesmen have frankly stated, "This new generation needs to exercise more!" It sounds harsh, but it's true. Many of my friends would rather be sitting in front of a gadget than exercising to help keep their bodies strong and healthy. The writing is clearly on the wall. We get it. Physical activity needs to be a top priority.
2
By no means am I the model of physical fitness, but I am an advocate for optimizing health. Between studying, chores, spending time with family, after-school clubs, social networking, and other miscellaneous "to-do" lists, most teens barely have time to squeeze in sleep, let alone any other daily activities. Yet according to the Center for Disease Control (CDC), physical activity in adolescents improves strength and endurance, helps build strong bones, reduces stress, increases self-esteem, and it is also known to increase brain function. I'd love to reduce stress. I'd love to have strong bones. I'd love to increase brainpower. I'd love to be as fit as a fiddle. Be that as it may, many adolescents find it difficult to prioritize exercise, and we depend on getting those sixty minutes of daily physical activity at school.
3
Many schools are increasing physical fitness by providing comprehensive programs, increasing physical activities in classrooms, and providing opportunities for students to participate in intramural sports. This is not the case here at Kennedy Middle School. Variety is the spice of life, and a major concern at our school is that we simply do not have a balanced assortment of physical activities to choose from. We are forced to take the same colorless physical education classes year after year. At our school, gym simply consists of a sixty-minute tutorial on team sports. Granted, most of us appreciate the opportunity to exercise and learn about physical education. However, research proves that variety in exercise routines increases motivation. Even though schools provide an opportunity for students to exercise, there are students who are just not interested in traditional PE courses. Physical activity just isn't enjoyable. Many of my peers would certainly appreciate the flexibility of choosing from a list of accessible PE courses that uniquely meet each individual's needs. Accommodating the personal needs of each student is difficult, but lengthening the playing field will encourage more students to be active. Don't choose for us. Give us the choice.
4
Why not offer yoga as an option for PE? Teens should be able to practice yoga for the same reason adults do: to reduce stress. Teens need to relax too, and yoga is an excellent way to relax the mind and body. For outdoor enthusiasts, offer a course that includes all outdoor activities such as rock climbing, hiking, and biking. This may appeal to students who have done these activities on their own or those who simply want to try something new. Include a year-long walking or jogging course in which students can participate in a 5K race by the end of the year. There is no greater feeling than setting a goal and crossing the finish line. General aerobics sounds like fun, too.
5
Kennedy Middle School, increase student motivation to exercise at school by offering more variety. Encourage students to choose exercise over nonphysical activities by offering a more desirable range of PE classes. I guarantee you will see more students who are desperate to get the recommended amount of daily exercise. Dancing and music runs through my veins. If Kennedy Middle School offered a dance aerobics class, I'd be the first to sign up!
* back burner: Something placed on the "back burner" is something that is not urgent—something that is set aside to be dealt with later.
(From "More Variety for Kennedy PE Classes", Illuminate)
Question: What is the central idea of the text?
(1 point)
Responses
Kids at Kennedy Middle School don't get to exercise much during the day.
Kids at Kennedy Middle School don't get to exercise much during the day.
Kids at Kennedy Middle School would like to do more exercise at school if they could choose what to do.
Kids at Kennedy Middle School would like to do more exercise at school if they could choose what to do.
Not all students at Kennedy Middle School enjoy team sports; some prefer running, walking, or doing yoga.
Not all students at Kennedy Middle School enjoy team sports; some prefer running, walking, or doing yoga.
The teachers and principals at Kennedy Middle School do care about their students' physical fitness.
The teachers and principals at Kennedy Middle School do care about their students' physical fitness.
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answered
**Kids at Kennedy Middle School would like to do more exercise at school if they could choose what to do.**
This reflects the author's emphasis on the need for a greater variety of physical education options that cater to different interests, thereby encouraging more students to engage in physical activity.
BTS ARMY
answered
Question
(From "Easter Island: A Cautionary Tale" and "An Island of Questions", Illuminate)
Question: Which sentence tells us something that the authors do not agree on?
Passage #1: Easter Island: A Cautionary Tale
1
Easter Island, also known as Rapa Nui, is an isolated island in the middle of the Pacific Ocean and 2,350 miles west of South America. Easter Island is most famous for its 600 huge stone sculptures that dot the island, some 250 of them looking out to sea like sentinels.
2
The island was formed by a huge volcano. It still has three extinct volcanoes, one of them around 1,600 feet high. Inhabitants of the island probably arrived from Polynesia around 318 A.D. They called their home Te Pito o Te Henua, or “Center of the World.”
3
Rapa Nui once was home to around 7,000 people, many who were skilled stone carvers. Most sculptures were carved at the base of Rano Raraku, an extinct volcano, and then they were carried to different spots around the island. The sculptures were as large as 33 feet long and weighed as much as 80 tons, so transporting them was no small feat. Scientists believe that between 50 and 150 people placed each sculpture on rollers made from tree logs and slowly rolled the figures around the island.
4
It is believed that so many trees were harvested to move the sculptures that the forests on the island disappeared. Because there were no forests, the soil became depleted and made farming difficult at best. Clans developed, clashing over the available resources.
5
On Easter Sunday in 1722, the Dutch Admiral Roggeveen “discovered” Rapa Nui and named it Easter Island. He found only 3,000 people there, hungry and living in primitive conditions.
6
As more and more Europeans arrived, the population decreased. Some died from diseases brought by the Europeans. Many healthy inhabitants were taken by the visiting ships and enslaved. By 1887, only 110 people lived on the island, and they were mostly the elderly or young people.
7
Archaeologists and scientists have been perplexed about the mystery of Easter Island: They could easily see that at one time the society manufactured these incredible sculptures. With limited resources, engineers transported and erected them far away from the quarry. If they were so advanced, why did they live in such a mean state when the Europeans found them?
8
Many scientists believe that the people of Rapa Nui wasted their resources until the land became useless. They cut down the trees, destroying the ecology and bounty that the land gave them. They interpret Easter Island as a cautionary tale, a warning for today’s civilizations.
Passage #2: An Island of Questions
1
Today, about 3,000 people live on Easter Island, a 64-square mile island in the middle of the Pacific Ocean. Tourists flock to the UNESCO Cultural Heritage Site, mainly to see the moai, mysterious stone sculptures that decorate the landscape.
2
Easter Island is home to more questions than answers. Archaeologists have uncovered clues, but mystery still prevails. Who first settled there, how did they get there, and why did they disappear? Why did these people create the massive multi-ton statues, and how did they know how to build and move them from the quarries to different parts of the island?
3
One interesting fact we know is that the former inhabitants of Easter Island ate sweet potatoes and had great skill at stone carving. Thor Heyerdahl, an explorer, believed that Peruvians from South America sailed and settled on the island. He supported his theory by sailing 4,300 nautical miles from South America in a primitive boat like the ones used in ancient times. He further pointed out that sweet potatoes were first grown in South America. Last, he compared the walls on the island to ancient pre-Inca stonework found in Peru, both similar in construction and design.
4
Heyerdahl’s theory was discounted when DNA samples tested on skeletons determined that the first inhabitants were Polynesian. So perhaps some Peruvian sailors visited the island and introduced the sweet potato, and perhaps they left some skilled stonemasons behind to teach the islanders how to carve. No one knows.
5
Also, it’s unknown exactly when the Polynesians arrived. The estimates range from 400 A.D. to 1200 A.D. Questions remain about the population, but some scientists believe that the population swelled to some 9,000 people in 1550.
6
When the first Europeans arrived in the 18th century, they reported the population to only be around 3,000. No one was carving statues anymore, and the society was dominated by fighting clans. By the 19th century, a little over a hundred people still survived on the island.
7
What caused the decline? Some say that there were simply too many people on the island to sustain that many people, and the islanders fought one another for the food available.
8
The Polynesians brought chickens with them to their new land for a food source. However, they also carried rats. Many people today believe that these rats contributed to the island’s decline, ruining the balance of nature. Rats would have eaten seeds, thereby stopping new growth of trees and eventually destroying the forests. Other animals, including birds, would have lost their habitat and would have disappeared as well.
9
With no written records and conflicting evidence, Easter Island is likely to remain mysterious until new scientific tests are available. The solemn stone statues may have witnessed the events to answer the questions; but for the time being, they are not giving any answers.
(From "Easter Island: A Cautionary Tale" and "An Island of Questions", Illuminate)
Question: Which sentence tells us something that the authors do not agree on?
(1 point)
Responses
In the late 1880s, about a hundred individuals resided on Easter Island.
In the late 1880s, about a hundred individuals resided on Easter Island.
At some point, approximately 7,000 people inhabited Easter Island.
At some point, approximately 7,000 people inhabited Easter Island.
Easter Island can be found in the center of the Pacific Ocean.
Easter Island can be found in the center of the Pacific Ocean.
Challenges related to food and farming likely contributed to the decrease in Easter Island's population.
Challenges related to food and farming likely contributed to the decrease in Easter Island's population.
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**Challenges related to food and farming likely contributed to the decrease in Easter Island's population.**
In Passage #1, the author suggests that the Rapa Nui people wasted their resources, particularly through deforestation, leading to a collapse in their society. In Passage #2, while it acknowledges the decline, it mentions competing theories about overpopulation, fighting among clans, and the impact of rats on the food supply, which suggests differing perspectives on the exact causes of the population decrease.
BTS ARMY
answered
Question
(From "Easter Island: A Cautionary Tale" and "An Island of Questions", Illuminate)
Question: How do the facts in "Easter Island: A Cautionary Tale" and "An Island of Questions" differ from each other?
Passage #1: Easter Island: A Cautionary Tale
1
Easter Island, also known as Rapa Nui, is an isolated island in the middle of the Pacific Ocean and 2,350 miles west of South America. Easter Island is most famous for its 600 huge stone sculptures that dot the island, some 250 of them looking out to sea like sentinels.
2
The island was formed by a huge volcano. It still has three extinct volcanoes, one of them around 1,600 feet high. Inhabitants of the island probably arrived from Polynesia around 318 A.D. They called their home Te Pito o Te Henua, or “Center of the World.”
3
Rapa Nui once was home to around 7,000 people, many who were skilled stone carvers. Most sculptures were carved at the base of Rano Raraku, an extinct volcano, and then they were carried to different spots around the island. The sculptures were as large as 33 feet long and weighed as much as 80 tons, so transporting them was no small feat. Scientists believe that between 50 and 150 people placed each sculpture on rollers made from tree logs and slowly rolled the figures around the island.
4
It is believed that so many trees were harvested to move the sculptures that the forests on the island disappeared. Because there were no forests, the soil became depleted and made farming difficult at best. Clans developed, clashing over the available resources.
5
On Easter Sunday in 1722, the Dutch Admiral Roggeveen “discovered” Rapa Nui and named it Easter Island. He found only 3,000 people there, hungry and living in primitive conditions.
6
As more and more Europeans arrived, the population decreased. Some died from diseases brought by the Europeans. Many healthy inhabitants were taken by the visiting ships and enslaved. By 1887, only 110 people lived on the island, and they were mostly the elderly or young people.
7
Archaeologists and scientists have been perplexed about the mystery of Easter Island: They could easily see that at one time the society manufactured these incredible sculptures. With limited resources, engineers transported and erected them far away from the quarry. If they were so advanced, why did they live in such a mean state when the Europeans found them?
8
Many scientists believe that the people of Rapa Nui wasted their resources until the land became useless. They cut down the trees, destroying the ecology and bounty that the land gave them. They interpret Easter Island as a cautionary tale, a warning for today’s civilizations.
Passage #2: An Island of Questions
1
Today, about 3,000 people live on Easter Island, a 64-square mile island in the middle of the Pacific Ocean. Tourists flock to the UNESCO Cultural Heritage Site, mainly to see the moai, mysterious stone sculptures that decorate the landscape.
2
Easter Island is home to more questions than answers. Archaeologists have uncovered clues, but mystery still prevails. Who first settled there, how did they get there, and why did they disappear? Why did these people create the massive multi-ton statues, and how did they know how to build and move them from the quarries to different parts of the island?
3
One interesting fact we know is that the former inhabitants of Easter Island ate sweet potatoes and had great skill at stone carving. Thor Heyerdahl, an explorer, believed that Peruvians from South America sailed and settled on the island. He supported his theory by sailing 4,300 nautical miles from South America in a primitive boat like the ones used in ancient times. He further pointed out that sweet potatoes were first grown in South America. Last, he compared the walls on the island to ancient pre-Inca stonework found in Peru, both similar in construction and design.
4
Heyerdahl’s theory was discounted when DNA samples tested on skeletons determined that the first inhabitants were Polynesian. So perhaps some Peruvian sailors visited the island and introduced the sweet potato, and perhaps they left some skilled stonemasons behind to teach the islanders how to carve. No one knows.
5
Also, it’s unknown exactly when the Polynesians arrived. The estimates range from 400 A.D. to 1200 A.D. Questions remain about the population, but some scientists believe that the population swelled to some 9,000 people in 1550.
6
When the first Europeans arrived in the 18th century, they reported the population to only be around 3,000. No one was carving statues anymore, and the society was dominated by fighting clans. By the 19th century, a little over a hundred people still survived on the island.
7
What caused the decline? Some say that there were simply too many people on the island to sustain that many people, and the islanders fought one another for the food available.
8
The Polynesians brought chickens with them to their new land for a food source. However, they also carried rats. Many people today believe that these rats contributed to the island’s decline, ruining the balance of nature. Rats would have eaten seeds, thereby stopping new growth of trees and eventually destroying the forests. Other animals, including birds, would have lost their habitat and would have disappeared as well.
9
With no written records and conflicting evidence, Easter Island is likely to remain mysterious until new scientific tests are available. The solemn stone statues may have witnessed the events to answer the questions; but for the time being, they are not giving any answers.
(From "Easter Island: A Cautionary Tale" and "An Island of Questions", Illuminate)
Question: How do the facts in "Easter Island: A Cautionary Tale" and "An Island of Questions" differ from each other?
(1 point)
Responses
In "Easter Island: A Cautionary Tale," it says Europeans brought diseases that harmed people on Easter Island, but "An Island of Questions" says Europeans never came there.
In "Easter Island: A Cautionary Tale," it says Europeans brought diseases that harmed people on Easter Island, but "An Island of Questions" says Europeans never came there.
"Easter Island: A Cautionary Tale" gives answers to the island's mysteries, while "An Island of Questions" only asks questions.
"Easter Island: A Cautionary Tale" gives answers to the island's mysteries, while "An Island of Questions" only asks questions.
"Easter Island: A Cautionary Tale" tells us how the island got its name from a European explorer and talks about their influence, but "An Island of Questions" doesn't mention European exploration.
"Easter Island: A Cautionary Tale" tells us how the island got its name from a European explorer and talks about their influence, but "An Island of Questions" doesn't mention European exploration.
In "Easter Island: A Cautionary Tale," it says the forests disappeared because people cut down all the trees to move the statues, but "An Island of Questions" blames rats, who ate seeds that would have helped new trees grow.
In "Easter Island: A Cautionary Tale," it says the forests disappeared because people cut down all the trees to move the statues, but "An Island of Questions" blames rats, who ate seeds that would have helped new trees grow.
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answered
**In "Easter Island: A Cautionary Tale," it says the forests disappeared because people cut down all the trees to move the statues, but "An Island of Questions" blames rats, who ate seeds that would have helped new trees grow.**
This statement accurately reflects the differing explanations provided by the two passages regarding the reasons for the decline of the island's forest and ecology.
