Ready Common Core Practice Book 8 - casamples.com Street, Suite C ... 2 But, if they possessed different qualities, aptitudes, and temperaments, Dick Kennedy and Samuel Ferguson lived

8Common CorePractice

Reading

Contents

ISBN 978-0-7609-7962-4©2013—Curriculum Associates, LLC

North Billerica, MA 01862No part of this book may be reproduced by any means

without written permission from the publisher.All Rights Reserved. Printed in USA.15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

To the StudentReady Common Core Reading Practice

is a review program for the Common Core State Standards in Reading. This book has three practice tests. In each practice test, you will answer 49 multiple-choice questions.

Your teacher will explain how you will do the practice tests and record your answers. Be sure to follow the directions for each practice test. As you complete the practice tests, read the passages and answer the questions carefully. Use the Answer Forms beginning on page 99 to record your answers. Remember to fill in the answer bubbles completely. Also, if you change an answer, you must erase your first answer fully.

While you work on the practice tests, use the Testing Tips below. Read these helpful tips carefully. They can make you a better test taker.

Testing Tips for Answering Multiple-Choice Questions

• Read each question carefully before you try to answer it.

• Be sure you know what the question is asking you to do.

• Cross out any answer choices that are not reasonable. Then make your choice from the remaining choices.

• Read the question again. Check that your answer makes sense.

Practice Test 1 . . . . . . . . . . . . . . . . . . . . . . . . . 1

Practice Test 2 . . . . . . . . . . . . . . . . . . . . . . . . 32

Practice Test 3 . . . . . . . . . . . . . . . . . . . . . . . . 66

Answer Form . . . . . . . . . . . . . . . . . . . . . . . . . 99

Passage Credits: Robert San Souci, “John Henry: Man vs. Machine” from Faces, March 2011 issue: Machines: Can You Live Without Them? Copyright © 2011 by Carus Publishing Company, published by Cobblestone Publishing, 30 Grove Street, Suite C, Peterborough, NH 03458. All rights reserved. Used by permission of the publisher.

Cameron Watson, “The Basques” adapted from Faces, March 1998 issue: The Basques. Copyright © 1998 by Carus Publishing Company, published by Cobblestone Publishing, 30 Grove Street, Suite C, Peterborough, NH 03458. All rights reserved. Used by permission of the publisher.

Jeannine Davis-Kimball, “Women Warriors” adapted from Dig, October 2006 issue: Myths and Legends. Copyright © 2006 by Carus Publishing Company, published by Cobblestone Publishing, 30 Grove Street, Suite C, Peterborough, NH 03458. All rights reserved. Used by permission of the publisher.

Michael Ray Taylor, “Showdown in a Paris Theater” adapted from Odyssey, February 2002 issue: Science Feuds. Copyright © 2002 by Carus Publishing Company, published by Cobblestone Publishing, 30 Grove Street, Suite C, Peterborough, NH 03458. All rights reserved. Used by permission of the publisher.

(Passage Credits continued on the inside back cover)

All third-party content has been permissioned or is in the process of being permissioned.

Ready Common Core • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

Go On

Practice Test 1

©Curriculum Associates, LLC Copying is not permitted.

Common Core Practice Test 1 1

Read the excerpt from the story. Then answer the questions that follow.

from Five Weeks in a Balloonby Jules Verne

published by George Routledge and Sons, 1876

1 Dr. Ferguson had a friend—not another self, indeed, an alter ego, for friendship could not exist between two beings exactly alike.

2 But, if they possessed different qualities, aptitudes, and temperaments, Dick Kennedy and Samuel Ferguson lived with one and the same heart, and that gave them no great trouble. In fact, quite the reverse. . . .

3 The acquaintanceship of these two friends had been formed in India, when they belonged to the same regiment. While Dick would be out in pursuit of the tiger and the elephant, Samuel would be in search of plants and insects. Each could call himself expert in his own province, and more than one rare botanica1 specimen, that to science was as great a victory won as the conquest of a pair of ivory tusks, became the doctor’s booty.

4 Since their return to England they had been frequently separated by the doctor’s distant expeditions; but, on his return, the latter never failed to go, not to ASK for hospitality, but to bestow some weeks of his presence at the home of his crony Dick.

5 The Scot talked of the past; the doctor busily prepared for the future. The one looked back, the other forward. Hence, a restless spirit personified in Ferguson; perfect calmness typified in Kennedy—such was the contrast.

6 After his journey to the Thibet, the doctor had remained nearly two years without hinting at new explorations; and Dick, supposing that his friend’s instinct for travel and thirst for adventure had at length died out, was perfectly enchanted. They would have ended badly, some day or other, he thought to himself; no matter what experience one has with men, one does not travel always with impunity2 among cannibals and wild beasts. So, Kennedy besought the doctor to tie up his bark for life, having done enough for science, and too much for the gratitude of men.

7 The doctor contented himself with making no reply to this. He remained absorbed in his own reflections, giving himself up to secret calculations, passing his nights among heaps of figures, and making experiments with the strangest-looking machinery, inexplicable to everybody but himself. It could readily be guessed, though, that some great thought was fermenting3 in his brain.

8 “What can he have been planning?” wondered Kennedy, when, in the month of January, his friend quitted him to return to London.

9 He found out one morning when he looked into the Daily Telegraph.

1 botanical: relating to plants2 impunity: being free from punishment or harm3 fermenting: being in a state of intense activity



Common Core Practice Test 12

10 “Merciful Heaven!” he exclaimed, “the lunatic! the madman! Cross Africa in a balloon! Nothing but that was wanted to cap the climax! That’s what he’s been bothering his wits about these two years past!”

11 . . . On that very evening Kennedy, half alarmed, and half exasperated, took the train for London, where he arrived next morning.

12 Three-quarters of an hour later a cab deposited him at the door of the doctor’s modest dwelling, in Soho Square, Greek Street. Forthwith he bounded up the steps and announced his arrival with five good, hearty, sounding raps at the door.

13 Ferguson opened, in person.

14 “Dick! You here?” he exclaimed, but with no great expression of surprise, after all.

15 “Dick himself!” was the response. . . .

16 “And what have you come to town for?”

17 “To prevent the greatest piece of folly that ever was conceived.”

18 “Folly!” said the doctor.

19 “Is what this paper says, the truth?” rejoined Kennedy, holding out the copy of the Daily Telegraph, mentioned above.

20 “Ah! That’s what you mean, is it? These newspapers are great tattlers! But, sit down, my dear Dick.”

21 “No, I won’t sit down!—Then, you really intend to attempt this journey?”

22 “Most certainly! All my preparations are getting along finely, and I—”

23 “Where are your traps? Let me have a chance at them! I’ll make them fly! I’ll put your preparations in fine order.” And so saying, the gallant Scot gave way to a genuine explosion of wrath.

24 “Come, be calm, my dear Dick!” resumed the doctor. “You’re angry at me because I did not acquaint you with my new project.”

25 “He calls this his new project!”

26 “I have been very busy,” the doctor went on, without heeding the interruption; “I have had so much to look after! But rest assured that I should not have started without writing to you.”

27 “Oh, indeed! I’m highly honored.”

28 “Because it is my intention to take you with me.”

29 Upon this, the Scotchman gave a leap that a wild goat would not have been ashamed of among his native crags.

30 “Ah! Really, then, you want them to send us both to Bedlam!”

31 “I have counted positively upon you, my dear Dick, and I have picked you out from all the rest.”

32 Kennedy stood speechless with amazement. . . .

33 But he made up his mind to oppose his friend’s departure by all means in his power, and so pretended to give in, at the same time keeping on the watch. As for the doctor, he went on diligently with his preparations.


Go On


Common Core Practice Test 1 3

1 Read this sentence from paragraph 6.

So, Kennedy besought the doctor to tie up his bark for life, having done enough for science, and too much for the gratitude of men.

A “bark” is a small boat or sailing ship. What does the author most likely mean by “to tie up his bark for life”?

A to put an end to his explorations

B to stop traveling by boat

C to stop his experiments on transportation

D to attach his boat more securely to the dock

2 Read the dialogue in paragraphs 21 through 27 of the excerpt. What does the dialogue reveal about Dick Kennedy?

A He is hurt because the doctor didn’t tell him about the plans.

B He is outraged because he considers the trip to be dangerous.

C He is impatient to get started on the journey.

D He is pleased that he will be included on the trip.

3 Which sentence from the story helps explain why Dick Kennedy is shocked when he reads the newspaper article about Samuel Ferguson’s plan?

A “While Dick would be out in pursuit of the tiger and the elephant, Samuel would be in search of plants and insects.”

B “The Scot talked of the past; the doctor busily prepared for the future.”

C “The doctor had remained nearly two years without hinting at new explorations . . .”

D “In the month of January, his friend quitted him to return to London.”



Common Core Practice Test 14

4 What theme is revealed through the descriptions and interactions of Dick Kennedy and Samuel Ferguson?

A True friends are willing to forgive past mistakes.

B The best friendships are formed through difficult circumstances.

C Friendship is more important than success.

D Friends support each other even when they disagree.

5 The ancient Greek poem The Odyssey tells of the journey Odysseus makes to return to his home after the Trojan War and the many obstacles he faces and strange worlds he encounters. Based on the excerpt, how is the universal theme of the journey different in Five Weeks in a Balloon?

A The main character must make the journey alone without help from others.

B The main character chooses to leave home and seek out adventure.

C The main character does not have a home that he can return to.

D The main character’s journey will take him to a familiar and popular place.

6 Which of the following is the best summary of the excerpt?

A Dick Kennedy and Samuel Ferguson have long been friends. Kennedy thinks his friend has finally given up his life of adventure, but then he is shocked to discover that his friend plans to cross Africa in a balloon. Kennedy confronts Ferguson, who reveals his plan to take Kennedy along on the journey.

B Dick Kennedy and Samuel Ferguson meet in India when both are serving in the same military regiment. While Kennedy is a great hunter, Ferguson is a scientist who takes pleasure in his study of plants. Ferguson uses his scientific knowledge to do experiments and plan a trip across Africa in a balloon.

C Dick Kennedy and Samuel Ferguson have different qualities and personalities, but they are great friends nonetheless. While Kennedy talks of the past, Ferguson is restless and always looking to the future. Their friendship is tested when Kennedy learns that Ferguson has secretly been planning a trip across Africa by balloon.

D When Dick Kennedy reads in the newspaper that his old friend Samuel Ferguson plans to cross Africa in a balloon, he is shocked. Exasperated, Kennedy rushes to London to discuss the situation with Ferguson. Ferguson assures Kennedy that he was going to tell him of the plan, and Kennedy’s mind is put at ease.


©Curriculum Associates, LLC Copying is not permitted.32 Common Core Practice Test 2

Practice Test 2

Read the story. Then answer the questions that follow.

from A Pair of Silk Stockingsby Kate Chopin, 1876

1 Little Mrs. Sommers one day found herself the unexpected possessor of fifteen dollars. It seemed to her a very large amount of money, and the way in which it stuffed and bulged her worn old porte-monnaie1 gave her a feeling of importance such as she had not enjoyed for years.

2 The question of investment was one that occupied her greatly. For a day or two she walked about apparently in a dreamy state, but really absorbed in speculation and calculation. She did not wish to act hastily, to do anything she might afterward regret. But it was during the still hours of the night when she lay awake revolving plans in her mind that she seemed to see her way clearly toward a proper and judicious use of the money.

3 A dollar or two should be added to the price usually paid for Janie’s shoes, which would insure their lasting an appreciable time longer than they usually did. She would buy so and so many yards of percale2 for new shirt waists for the boys and Janie and Mag. She had intended to make the old ones do by skillful patching. Mag should have another gown. She had seen some beautiful patterns, veritable bargains in the shop windows. And still there would be left enough for new stockings—two pairs apiece—and what darning that would save for a while! She would get caps for the boys and sailor-hats for the girls. The vision of her little brood looking fresh and dainty and new for once in their lives excited her and made her restless and wakeful with anticipation.

4 The neighbors sometimes talked of certain “better days” that little Mrs. Sommers had known before she had ever thought of being Mrs. Sommers. She herself indulged in no such morbid retrospection. She had no time—no second of time to devote to the past. The needs of the present absorbed her every faculty. A vision of the future like some dim, gaunt monster sometimes appalled her, but luckily to-morrow never comes.

5 Mrs. Sommers was one who knew the value of bargains; who could stand for hours making her way inch by inch toward the desired object that was selling below cost. She could elbow her way if need be; she had learned to clutch a piece of goods and hold it and stick to it with persistence and determination till her turn came to be served, no matter when it came.

6 But that day she was a little faint and tired. She had swallowed a light luncheon—no! when she came to think of it, between getting the children fed and the place righted, and preparing herself for the shopping bout, she had actually forgotten to eat any luncheon at all!

1 porte-monnaie: a small pocketbook or wallet for carrying money2 percale: a kind of fabric usually used for making sheets and clothing


Go On

©Curriculum Associates, LLC Copying is not permitted.33Common Core Practice Test 2

7 She sat herself upon a revolving stool before a counter that was comparatively deserted, trying to gather strength and courage to charge through an eager multitude that was besieging breastworks of shirting and figured lawn. An all-gone limp feeling had come over her and she rested her hand aimlessly upon the counter. She wore no gloves. By degrees she grew aware that her hand had encountered something very soothing, very pleasant to touch. She looked down to see that her hand lay upon a pile of silk stockings. A placard nearby announced that they had been reduced in price from two dollars and fifty cents to one dollar and ninety-eight cents; and a young girl who stood behind the counter asked her if she wished to examine their line of silk hosiery. She smiled, just as if she had been asked to inspect a tiara of diamonds with the ultimate view of purchasing it. But she went on feeling the soft, sheeny luxurious things—with both hands now, holding them up to see them glisten, and to feel them glide serpent-like through her fingers.

8 Two hectic blotches came suddenly into her pale cheeks. She looked up at the girl.

9 “Do you think there is any eights-and-a-half among these?”

10 There were any number of eights-and-a-half. In fact, there were more of that size than any other. Here was a light-blue pair; there were some lavender, some all black and various shades of tan and gray. Mrs. Sommers selected a black pair and looked at them very long and closely. She pretended to be examining their texture, which the clerk assured her was excellent.

11 “A dollar and ninety-eight cents,” she mused aloud. “Well, I’ll take this pair.” She handed the girl a five-dollar bill and waited for her change and for her parcel. What a very small parcel it was! It seemed lost in the depths of her shabby old shopping-bag.

12 Mrs. Sommers after that did not move in the direction of the bargain counter. She took the elevator, which carried her to an upper floor into the region of the ladies’ waiting-rooms. Here, in a retired corner, she exchanged her cotton stockings for the new silk ones which she had just bought. She was not going through any acute mental process or reasoning with herself, nor was she striving to explain to her satisfaction the motive of her action. She was not thinking at all. She seemed for the time to be taking a rest from that laborious and fatiguing function and to have abandoned herself to some mechanical impulse that directed her actions and freed her of responsibility.

1 What effect does the author create by comparing the silk stockings to a “tiara of diamonds”?

A The author suggests that the stockings are covered in jewels.

B The author implies that the stockings are shiny.

C The author illustrates that the stockings are delicate.

D The author expresses that the stockings are a luxury item.



2 What does Mrs. Sommers’ plan for using the money help the reader understand about what kind of person she is?

A Her plan shows that she enjoys spending money on herself.

B Her plan shows that she often does things without thinking.

C Her plan shows that she does not really care about her family.

D Her plan shows that she behaves practically and sensibly.

3 Which detail best supports the inference that Mrs. Sommers’ family does not have much money?

A Mrs. Sommers asks the clerk if there are any stockings in her size.

B Mrs. Sommers had planned to patch her children’s old shirt waists.

C Mrs. Sommers does not have time or energy to think of “better days.”

D Mrs. Sommers buys the silk stockings because they are on sale.

4 Many religious works include a character who gives in to temptation. For example, the Bible includes the story of Adam and Eve, in which Eve is tempted to eat a piece of forbidden fruit by a serpent. How does the character of Mrs. Sommers update this common literary character type?

A Because of the more modern setting, Mrs. Sommers is tempted to spend money on what she wants instead of being tempted to take a bite from the forbidden fruit.

B Because the character of Mrs. Sommers is a mother, she is tempted to buy too many items for her children instead of being tempted to take a bite from the forbidden fruit.

C Because it is set in a city instead of a garden, Mrs. Sommers is tempted to spend extra money on her daughter’s shoes instead of being tempted to take a bite from the forbidden fruit.

D Because the character of Mrs. Sommers is poor, she is tempted to steal a pair of stockings from a store instead of being tempted to take a bite from the forbidden fruit.


Go On


5 How does the store setting help to give Mrs. Sommers a sense of freedom?

A The store’s bargains enable her to make the most out of her money.

B The store allows her to buy all the clothing and shoes her children need.

C The store provides her with the option of doing something for herself.

D The store’s product variety lets her choose the color of her stockings.

6 Which of the following choices best summarizes this passage?

A After Mrs. Sommers comes into possession of fifteen dollars, she decides to use the money on clothes for her children. However, she ends up spending some of it on a pair of silk stockings for herself.

B Mrs. Sommers goes to the store to buy a new pair of stockings. While there, she also purchases a variety of shoes, cloth, gown patterns, caps, and sailor-hats for her children.

C Mrs. Sommers has an admirable plan for using the money she finds, but her good intentions don’t last when she sees a beautiful pair of stockings. She spends all of the money on stockings.

D When Mrs. Sommers comes into an unexpected sum of money, she sees an opportunity for providing her children with new clothing. She plans to use her knowledge of bargains as she shops.



Go On

Read the passage. Then answer the questions that follow.

The Basquesby Cameron Watson, Faces

“Everyone who has visited the Basque Country longs to return; it is a blessed land.”—Victor Hugo (1802–85), French poet and novelist

1 The Basques, who live in the rolling foothills and plains east of the Pyrenees Mountains, have been considered the mystery people of Europe for hundreds of years. That is partly because Basque history has rarely been written from the Basque point of view. It is also because the ancient origins of the Basques themselves are so old they have been lost over time. As a result, it is an ongoing struggle to keep the Basques’ heritage separate from that of their more well-known neighbors. 2 The Basques may be the sole survivors of Europe’s earliest modern humans—the Ice Age hunters who drifted across the continent 40,000 years ago. Evidence suggests that by the Neolithic period (around 5000 to 4000 b.c.) people resembling the Basques had settled in the area known today as Euskal Herria (the Basque Country). That may mean that the Basques had been living in their corner of the world for thousands of years when the Indo-European tribes invaded Europe in 2000 b.c. Those tribe members are the ancestors of most of Europe’s present-day people. 3 The Basques have preserved their unique language and culture for 4,000 years. They have been able to maintain their identity despite many obstacles. Their identity has survived repeated invasions of armies and the division of the Basque homeland when the border between France and Spain was created. Between the 7th and 11th centuries, the Basques were a minority in their own land. Invading groups, such as the Romans, Goths, and Franks controlled the land. However, the Basques still managed some independence by creating the Dukedom of Vasconia and the Kingdom of Navarre. 4 Between the 12th and 15th centuries, Christianity was becoming the dominant religion of the Iberian Peninsula. Also Spain was becoming a separate country made up of several different peoples. The Spanish rewarded the Basques for their loyalty by giving them certain rights known as fueros. At the same time, Basques had a government in place that centered on biltzarrak, or local popular assemblies. This form of government reflected the independent spirit of the Basques. The fueros were upheld by the Basque government. 5 However, Basque unity was split by the creation of the border between France and Spain in 1512. A new chapter in Basque history began. For the past 500 years, Basque history has been split between and become part of the histories of France and Spain. 6 In Iparralde (the northern Basque Country), Basque culture suffered under the stifling French government. French officials insisted there be one government and one language for the entire country. From the early 16th century through the modern era, Basques in Iparralde have been continually denied their own government and the use of their language. 7 In Hegoalde (the southern Basque Country), the fueros allowed Basques to be involved in the Spanish exploration of the New World, while holding on to their cultural identity. Because of their involvement in Spain’s voyages between the 16th and 18th centuries, the Basques earned a reputation for being skilled and valuable sailors, traders, soldiers, and explorers.

Practice Test 3



8 Christopher Columbus sailed on the Basque-owned Santa María with a predominantly Basque crew when he made his historic voyage of 1492. Juan de Elcano, the first sailor to circumnavigate the globe between 1519 and 1522, was a Basque. De Elcano finished the voyage after its original leader, Ferdinand Magellan, died in the Philippines.

9 Basques were also prominent in the development of Latin America. Perhaps the most famous land-based explorer of Basque descent was Juan de Oñate, who in 1601 traveled as far north as present-day Kansas. Later, he explored the Colorado River area (including what is today Arizona) to the Pacific coast at Baja California. It was also a man of Basque descent, Simón Bolívar, who rose up to challenge the Spanish Empire and lead the countries of Latin America to their independence in the early 18th century. Basques were thus central to the development of the New World and renowned for their strong and independent spirit.

10 Yet major changes were to take place in Hegoalde in the 19th century. After two civil wars, a new constitution in Spain removed the Basques’ regional rights. After 1876, Spanish officials promoted the Castilian language and lifestyle as the only true Spanish culture. Modern industry also appeared in the Basque country. The new industry attracted large numbers of non-Basque people from other parts of Spain. Many Basques feared the influx of Spanish people and ways would wipe out their culture. This Basque nationalism movement reached its most troubling point in the Spanish Civil War of 1936–39. This war is perhaps remembered most for Nazi German planes bombing the Basque city of Guernica. Spanish dictator Francisco Franco ordered the bombing.

11 Following the war, the Spanish government further suppressed Basque culture. The dictatorship, which lasted until 1975, prohibited all use of Euskara, the Basque language. Basques could not use their language in public or private. That meant Euskara could not be written in books or magazines or used in conversations. In school, Basque children were taught in Spanish and were forbidden to use Euskara. Furthermore, parents could not give their children Basque names, and any Basque words or names were removed from tombstones.

12 After 1975, Spain became a democracy and Basque culture survived Franco’s attempt to erase its existence. Today, the Basque Country remains politically divided not just between France and Spain but also within the Spanish state. The Basque Autonomous Community is made up of three of the four Spanish provinces—Nafarroa is not included. However, past triumphs have given the Basques confidence in the future. If you go to the Basque city of Bilbao today, you will see a modern, thriving metropolis with industry and major stores, a modern communication system, and world-famous cultural centers.

7 Which of the following states a central idea from the passage that is supported by the details in paragraph 3?

A The Basque homeland was split by the creation of France and Spain.

B The Basques were invaded by the Romans, Goths, and Franks.

C The Basques have maintained their culture and language despite many challenges.

D The Basques are a mysterious people, and little is known about their political history.


Go On


8 Which sentence in paragraph 12 most clearly develops the idea that the Basque people continue to face challenges?

A “After 1975, Spain became a democracy and Basque culture survived Franco’s attempt to erase its existence.”

B “Today, the Basque Country remains politically divided not just between France and Spain but also within the Spanish state.”

C “However, past triumphs have given the Basques confidence in the future.”

D “If you go to the Basque city of Bilbao today, you will see a modern, thriving metropolis with industry and major stores, a modern communication system, and world-famous cultural centers.“

9 Which sentence best describes the author’s point of view and the kinds of details used to support it in the passage?

A The writer is negative and provides details about the events that have caused the Basque culture to almost completely disappear.

B The writer is neutral and provides facts without any statements of opinion about the Basque history or future.

C The writer is doubtful and provides details showing that the Basque culture will probably not survive the next century.

D The writer is positive and includes details that show how the Basques have overcome difficulties and remain hopeful.

10 Which detail from the passage most strongly supports the idea that the Basques are an ancient people?

A The Basque history has rarely been written from their own perspective.

B The Basque people have preserved their culture and writing for over 4000 years.

C Indo-European tribes were ancestors of most of Europe’s present-day people.

D The Nazi government bombed Basque territory in the Spanish Civil War.



11 Which is the best summary of the passage?

A The ancient Basques live east of the Pyrenees Mountains. They have preserved their language and culture for thousands of years despite invasions and a division of their homeland, which has been part of France and Spain for 500 years. The Basques faced stifling rules under both French and Spanish governments. Today, although the Basque Country remains divided, the Basque people remain committed to their culture.

B The Basque are a mysterious people with an ancient culture, and their story has rarely been told from their perspective. They have been invaded by many peoples, including Romans, Goths, and Franks, and they were bombed by the Germans during the Spanish Civil War. The Spanish rewarded the Basques for their loyalty by giving them certain rights known as fueros.

C The Basques live in the rolling foothills east of the Pyranees Mountains. They are an ancient people whose roots may be traced back to Europe’s earliest modern humans. Between the 7th and 11th centuries, they create the Dukedom of Vasconia and the Kingdom of Navarre. The northern part of Basque country became part of France, and the southern part became part of Spain.

D The Basque people have an ancient culture. Basque sailors traveled with Christopher Columbus to the new world. Basques were treated poorly by the French and Spanish governments. Basques were not allowed to speak their own language. In Spain, the Basques couldn’t use their language in schools or at home, and any words in their language were even deleted from their tombstones. They were bombed during the Spanish Civil War.


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Ready Common Core Practice Book 8 - casamples.com Street, Suite C ... 2 But, if they possessed different qualities, aptitudes, and temperaments, Dick Kennedy and Samuel Ferguson lived