Lesson 8: Completing Summaries and Charts 151 ideas of paragraphs 5, 6, and are combined in choice C The main idea of paragraph is given in choice E (although the word invasion does not appear in this choice.) Choice A mentions “accidentals” as an example of an organism whose appearance represents the sweepstakes route It is mentioned only as a detail, not as the main idea of the paragraph Choice D is about the topic of barriers, but it presents information that is not given in the passage There is nothing in the passage to suggest that behavioral barriers are not as effective as physical barriers Choice E is mentioned in the passage, but it is given as a detail in the discussion of physical barriers It is not a main idea Your best choices, then, are choices B, C, and E ¢ Biological barriers can be the result of physical features, climate, competition, and behavior ¢ Organisms can cross barriers by means of three natural types of pathways: corridors, filter routes, and sweepstakes routes ¢ Humans may accidentally or intentionally bring some species across natural barriers, and these species may have certain advantages over native species (B) Complete-the-Chart Questions The complete-the-chart question consists of a list of answer choices and a simple chart (ETS calls this a “Schematic Table”) You have to place the answer choices into the correct categories to complete an outline of the passage The answer choices can be phrases or sentences In some questions there are seven choices and you must put five into the chart In some questions there are nine choices and you must put seven into the chart Correct choices are important characteristics of the different categories There will be two or sometimes three categories of information These categories represent concepts, theories, or divisions in the passage Often they represent ideas that are compared or contrasted in the passage Two of the answer choices cannot be placed into the chart This is because they not fit properly into any of the categories This type of question tests your ability to see how information from different parts of the passage fits into logical categories It also tests your ability to see when points of information are not related to general categories When you decide which category you want to place an answer choice into, you click first on the choice and then on a space under the category in the chart where you want to put it You not have to put choices into the category in any special order As in summary questions, order is not important When you have finished, you will have created a chart that organizes the information in the passage A five-answer chart is worth points and a seven-answer chart is worth points Partial credit is given 152 Section Guide to Reading correct choices = correct choices = correct choices = Fewer than correct points points point choices = points correct choices = correct choices = correct choices = Fewer than correct points points point choices = points Here are some tips for answering complete-the-chart questions: First look at the two or three categories of information given in the chart Be sure that you understand the concepts and the differences between them If you not, go back to the passage to familiarize yourself with the categories Locate the answer choices one by one in the passage Remember, the choices might be scattered all over the passage, not just in one paragraph Also remember that the information in the answer choices will not appear the same, word for word, as the information in the passage Use key words from the choices to help you find the information quickly just as you did when you were answering factual questions (Lesson 1) When you have found information about the answer choice in the passage, read that sentence and the sentences around it Using your notepaper, take simple notes about each choice Just write down the letter for the choice and an abbreviation for one of the categories If you are not able to categorize the choice, write a question mark (?) by the letter of the choice Now, using your notes, click on the choices that you are sure of and put them in the proper categories If all the blank spaces in the chart are not full, go back and look at the choices you marked with a question mark Reread the paragraph and see if you can classify those choices now If not, guess Here is one of the passages from the Reading Preview Test and an example of a complete-the-chart question about that passage Lesson 8: Completing Summaries and Charts 153 sid Mysteries of Easter Island Easter Island is an isolated island in the Pacific between Chile and Tahiti The island is roughly triangular and covers only 64 square miles (165 square kilometers) Because of its immense statues, Easter Island has long been the subject of curiosity There are 887 carved stone statues, called Moai, on Easter Island (not all complete) It is not known exactly what significance the Moai had to the Easter islanders, but they were obsessed with building these statues Some statues are as tall as 33 feet (11 meters) and weigh as much as 165 tons (167 metric tons) All portray a human head and sometimes an upper body They are all carved from stone taken from a volcano on the island Some are topped with a red “hat” called a pukao, made from a different type of stone, and a few have white coral eyes The statues were moved on a network of roads on rollers made of palm logs and were then placed on stone bases called ahu Most were built between 800 and 1500 a.p By the eighteenth century, the population had grown too large for the small island At its peak, it was around 12,000 The only crop—sweet potatoes—could no longer feed the population The palm forests had been cut down to provide rollers for the statues and to make way for roads In 1722, when the first westerner, Admiral Jacob Roggeveen, visited the island, he wrote that there were hundreds of statues standing When Captain Cook visited in 1774, he reported that only nine statues were still standing Obviously, something dramatic had occurred during those years Any commentary about Easter Island would be incomplete without mentioning the theories of the Norwegian explorer and scientist Thor Heyerdahl, who came to the island in the 1950's Heyerdahl learned that there had been two groups of islanders: the Hanau Momoko and Hanau Eepe—names once mistranslated as “Short Ears” and “Long Ears.” The Hanau Mamoko were darkhaired, the Hanau Eepe mostly red-haired The Hanau Eepe used heavy earrings to extend the length of their ears Heyerdahl theorized that the Hanau Momoko were Polynesians from other Pacific islands, but that the Hanau Eepe came later in rafts from South America He believed that the Hanau Momoko became the servants of the Hanau Eepe, who forced them to build the statues Because the Hanau Eepe were the masters, the statues resembled them Heyerdahl said that the red “hats” of the statues actually represented the red hair of the Hanau Eepe He also pointed out that the ears of the statues resembled those of the Hanau Eepe According to Heyerdahl’s theory, the Hanau Momoko eventually rose up in revolt, overturning most of the statues and killing off all but a few Hanau Eepe Heyerdahl gave other evidence for the South American origin of the Hanau Eepe The stonework of the stone platforms called ahu was incredibly intricate, unlike any made by other Pacific Islanders However, the Inca people of South America were famous for intricate stonework Another piece of evidence Heyerdahl presented was the fact that the staple food of the Easter Islanders, the sweet potato, is not found in Polynesia He believed that it came with the Hanau Eepe from South America tH > = Z a 154 Section Guide to Reading DNA testing has proven that all Easter Islanders were in fact descended from Polynesians The current theory is that the Hanau Momoko and Hanau Eepe were two of perhaps twelve clans of islanders, all of whom built statues The “statue toppling wars” broke out among the clans as the island became overpopulated When one group won a victory over another, they toppled their enemies’ statues Archaeologists say that the resemblance between the stonework of the Easter Islanders and that of the Inca is coincidental As for the sweet potato, most scientists now believe that sweet potato seeds came to the island in the stomachs of sea birds Mysteries about the Moai of Easter Island certainly remain, but current archaeological research has made one lesson clear: overpopulation and overuse of resources such as occurred on Easter Island can lead to the downfall of thriving societies Directions: Select phrases from the answer choices and match them to the group of people to which they relate, according to the theories of Thor Heyerdahl: Hanau Momoko or Hanau Eepe Two answer choices will not be used This question is worth points Answer Choices A B C D E F, G — š H Extended the length of their ears by wearing heavy earrings Were the first to arrive on Easter Island Were one of twelve groups on the island that died out because of overpopulation Did the actual work of building the statues Brought sweet potatoes to Easter Island Provided the physical models for the statues on Easter Island Learned how to build the statues from other Pacific Islanders Were almost all killed off during a revolution Knocked over most of the statues Hanau Momoko ° Hanau Eepe First look at the categories, Hanau Momoko and Hanau Eepe Do you understand these? According to the theories of Thor Heyerdahl, there were two groups of people on Easter Island, the Hanau Eepe, the dominant group that came from South America, and the Hanau Momoko, who came from Polynesia and were, until the time of their uprising, the servants of the Hanau Eepe The answer choices give a list of characteristics We know from looking at the chart that three of these choices will be about the Hanau Momoko and four about the Hanau Eepe We know that two choices will not be used Lesson 8: Completing Summaries and Charts 155 Now look at choice A Try to find this information in the passage Use the key words extended, ears, and earrings If you look carefully, you will find the sentence that contains this information in paragraph 4: “The Hanau Eepe used heavy earrings to extend the length of their ears.” Clearly, this point belongs in the second category Your first note might look like this: “A HE.” Information about choice B is also found in paragraph 4: “Heyerdahl theorized that the Hanau Momoko were Polynesians from other Pacific islands, but that the Hanau Eepe came later in rafts from South America.” From this sentence we know that choice B belongs in the first category because Heyerdahl believed that the Hanau Eepe came later Your note for choice B would look like this: “B HM.” Choice C says that there were several groups that died out According to Heyerdahl’s theory, there were only two groups There is information about several clans in paragraph 6, but this is part of “current theory,” not the theory of Heyerdahl You might make the following note: “C 2” Information about choice D is found in paragraph 4: “He (Heyerdahl) believed that the Hanau Momoko became the servants of the Hanau Eepe and forced them to build the statues.” This means that the fourth choice belongs in the first category: “D HM.” You can find the information about choice E in paragraph 5: “Another piece of evidence Heyerdahl presented was the fact that the staple of the Easter Islanders, the sweet potato, is not found in Polynesia He believed that it came with the Hanau Eepe from South America.” Your note would say “E HE.” Information about choice F is in paragraph 4: “Because the Hanau Eepe were the masters, the statues resembled them Heyerdahl said that the red ‘hats’ of the statues actually represented the red hair of the Hanau Eepe He also pointed out that the ears of the statues resembled those of the Hanau Eepe.” You would write “E HE.” No matter where you look in the passage, you won't be able to find information about choice G The passage does not say how either group learned to build statues, so you would write “G 2” There is information about choice H in paragraph 4: “According to Heyerdahl’s theory, the Hanau Momoko eventually rose up in revolt, overturning many of the statues and killing off all but a few Hanau Eepe.” Your note would say “H HE.” In the same sentence in paragraph 4, the author provides information about choice I: “According to Heyerdahl’s theory, the Hanau Momoko eventually rose up in revolt, overturning (toppling) many of the statues and killing off all but a few Hanau Eepe.” You would write “I HM.” Working from your notes, you can quickly complete the chart Choices B, D, and IJ should be put under the Hanau Momoko classification Choices A, E, EF and H should be under the Hanau Eepe classification Choices C and G should not be used at all ael > vA @ 156 Section Guide to Reading Hanau Momoko ¢ B Were the first to arrive on Easter Island * D Did the actual work of building the statues ¢ I Knocked over most of the statues Hanau Eepe ¢ * ¢ ¢ A E F H Extended the length of their ears Brought sweet potatoes to Easter Island Provided the physical models for the statues on Easter Island Were almost all killed off during a revolution EXERCISE 8.1 Focus: Recognizing the most important topics and ideas of paragraphs and answering complete-the-summary questions Directions: Read each passage As you are reading, take brief notes on the main topic of each paragraph of the passage in the spaces provided At the end of each passage, you will find the introductory sentence for a brief summary of the passage Using your notes, complete the summary Write the letters of three of the answer choices that express the most important ideas of the passage next to the bullet points Three answer choices will not be used These answer choices are incorrect because they express ideas that are not given in the passage, because they express only details from the passage, or because they contain inaccurate information On an actual test, these questions would be worth points each Passage } What is meant by the term economic resources? In general, these are all the natural, synthetic, and human resources that go into the production of goods and services This obviously covers a lot of ground: factories and farms; the tools and machines used in production; transportation and communication facilities; innumerable types of labor; mineral resources Economic resources can be broken down into two general categories: property resources—land and capital—and human resources—labor and entrepreneurial skills What does land mean to the economist? Much more than to the noneconomist Land refers to all natural resources that are usable in the production process: arable land, forests, mineral and oil deposits, water resources, and so on What about capital? Capital goods, or investment goods, are all the synthetic aids to producing, storing, transporting, and distributing goods and services Capital goods, or tools, differ from consumer goods in that the latter satisfy wants directly, while the former so indirectly by facilitating the production of consumer goods it should be noted that capital as defined here does not refer to money Money alone produces nothing Lesson 8: Completing Summaries and Charts 157 The term /abor refers to the physical and mental talents of humans used to produce goods or services (with the exception of one set of human talents, entrepreneurial skills, which will be considered a separate category because of their special significance) Thus the services of a factory worker or an office worker, a ballet dancer, a deep-sea diver, or an astronaut all fall under the head- ing of labor All economic resources have one fundamental characteristic in common: they are limited in supply Certainly the economy of a nation may possess vast amounts of natural resources, capital goods, and labor However, the supply of these resources is not infinite A lack of semiskilled and skilled workers, for exam- ple, may present a major obstacle to the production process The same can be said for a shortage of the other factors of production Notes on Main Topics: Paragraph Paragraph Paragraph Paragraph Everything that can be used to produce goods and services is considered an economic resource A B C D E E Capital does not include the concept of money because money does not directly produce goods or services No economic resource is unlimited The work done by a factory worker or an office worker, a ballet dancer, a deep-sea diver, or an astronaut can all be considered labor Entrepreneurs are vital to the creation and management of economic resources One form of economic resources is property resources, which include land (natural resources that can be used in production) and capital (tools used in production) Another form of economic resources is human capital, which includes all labor except for entrepreneurial skills — 158 Section Guide to Reading Passage West Side Story is a musical tragedy based on William Shakespeare’s timeless love story, Romeo and Juliet \t is set in the early 1950’s, when gang warfare in big cities led to injuries and even death West Side Story transformed the Montagues and the Capulets of Shakespeare’s play into rival street gangs, the Jets and the Sharks The Sharks were newly arrived immigrants to New York from Puerto Rico, the Jets native-born New Yorkers The play chronicles the rising tension between these gangs and focuses on the story of Maria, a Puerto Rican whose brother Bernardo is the leader of the Sharks, and of Tony, a member of the Jets As the rival gangs battle in the streets of New York, these two meet and fall in love The famous balcony scene of the Shakespeare drama takes place on a fire escape of an ugly New York tenement While trying to stop a fight between the two gangs, Tony inadvertently kills Maria’s brother Bernardo and is ultimately killed himself The talents of a trio of theatrical legends went into the creation of West Side Story Leonard Bernstein, who composed the brilliant score, was a classical composer and the conductor of the New York Philharmonic Symphony Stephen Sondheim, making his Broadway debut, revealed a remarkable talent for writing lyrics Among the hit songs of the play are “Tonight,” “Maria,” “America,” “Gee Officer Krupke,” and “I Feel Pretty.” Jerome Robbins’s electrifying choreography broke new ground for musical theater in the 1950 Before West Side Story, no one thought that dance could be as integral to a narrative as the music or the lyrics But the hyper-athletic dances in West Side Story are among the most thrilling elements of the play The play opened in New York City on September 26, 1957, and immediately was a hit with critics and audiences alike It ran for 734 performances, toured the United States for ten months, and then returned to New York for an additional 246 performances It won a Tony Award in 1958 It opened to great acclaim in London that same year The play was revived on the Broadway stage in 1980, 1995, and 2002 It is often performed by school drama departments and community theaters Lesson 8: Completing Summaries and Charts 159 The classic motion picture West Side Story was released in 1961 It was directed by Robert Wise and Jerome Robbins and starred Natalie Wood as Maria and Richard Beymer as Tony It won ten Academy Awards, including ones for Best Picture and Best Director Glossary Romeo and Juliet: a play by William Shakespeare set in Verona, Italy and involving rival noble families Puerto Rico: an island in the Caribbean that is inhabited mostly by Spanish-speaking people and administered by the United States Tony Awards: awards given every year for the best play, best director, best actor and actress, and so on Academy Awards: (also called the Oscars) awards given every year to the best movie, best director, best actor, best actress, and so on Notes on Main Topics: Paragraph Paragraph Paragraph Paragraph West Side Story is a musical play that retells Shakespeare’s Romeo and Juliet A B C D E E_ The play emphasizes music and lyrics more than dance The play featured the brilliant work of Leonard Bernstein, Stephen Sondheim, and Jerome Robbins The play and later the movie were successful and won many awards In the play, Maria, whose brother leads one gang, falls in love with Tony, a member of a rival gang, who is eventually killed Jerome Robbins directed the play West Side Story The balcony scene from the play by Shakespeare takes place on a New York City fire escape in West Side Story Section Guide to Reading Passage bo 160 Unlike most newborns in the animal kingdom, human infants are born with their eyes wide open and are able to see However, as any parent knows, babies are not born with full adult visual abilities Like all parts of a baby’s body, it takes years for the eyes, the eye muscles, and the visual cortex of the brain to completely develop At birth, the eye of a full-term infant is approximately two-thirds the size of that of an adult Growth is most rapid during the infant's first year and then continues at a rapid but decelerating rate until adolescence By adolescence the eye is essentially adult size It should be noted that the visual cortex of the brain itself is also immature at birth The brain’s dendrites are still growing This immaturity would limit contrast sensitivity and color recognition even if babies’ eyes provided perfect information to the brain Continual visual stimuli and the passage of time will develop the neural connections The muscles that control the movements of the eye are also immature at birth, and the eyes of many newborns tend to “wander” and cross However, within a few months, these muscles will learn to work as a team and will be able to control eye-pointing much better In infants, the sclera (the “white” of the eye) is thin and translucent and often has a bluish tinge In the baby’s first year, this will thicken and become whiter The cornea (the tissue that lies in front of the iris of the eye) is perfectly clear in full-term babies In infants born prematurely, there may be a whitish haze in front of the cornea, but this disappears in a month or so The iris, the colored area surrounding the pupil, is typically lighter than it will be when the child matures It darkens as the pigmentation of the iris increases in the first year Research indicates that newborns certainly have some visual abilities They can detect motion, which is the earliest, most basic perception Babies glance at moving objects in their first hour of life and track a moving light across their field of vision within the first few hours Although at birth, infants probably not have the ability to see colors and cannot distinguish color from grayscale, by two weeks they can see some shades of color They respond to brightness values in the first month But newborn vision is limited Visual ability is made up of many factors: the ability to see and distinguish between colors, to adjust to different distances, to see a single image rather than double images, to orient to moving objects, to see details, and to perceive depth At four months, all these visual talents mature and start to work in tandem Just how this happens is not completely clear For example, how the brain and eye coordinate to process color information remains something of a mystery But somehow, by the fourth month, babies see the world in vivid color Studies have indicated that four-month-olds can not only distinguish colors but even have favorites Most look longer at bright colors such as blue and red than at dull colors such as gray and brown They prefer patterns such as plaids and stripes to solid colors Four-month-old babies also Lesson 8: Completing Summaries and Charts 161 see things farther away In comparison with the eight-inch distance a newborn handles, a four-month-old can follow a moving object at six to eight feet The average four-month-old has about 20/80 vision, while a one-month-old has about 20/200 (“Perfect” vision in adults is 20/20.) Glossary full-term infant: a baby that has developed for a full nine months before being born xe dendrites: the parts of a nerve cell that carry messages from one cell to another = a Z a Notes on Main Topics: Paragraph Paragraph Paragraph Paragraph Paragraph Human babies can see from birth, but newborn vision is limited A B C D E E Babies prefer blue and red to gray and brown and plaids and stripes to solid colors During their first year, babies’ eyes grow in size, the visual cortex of the brain and the eye muscles develop, and the various parts of the eye mature Babies’ eyes should be checked by doctors at birth and several times during their first year of life Newborns can detect motion, distinguish some colors, and react to brightness At the age of four months, babies’ visual abilities begin to work in coordination, and a child of this age has much better vision than a newborn The average one-month-old baby has about 20/200 vision, but the average four-month-old has 20/80 vision 162 Section Guide to Reading Passage ‘Clipper ships were the swiftest sailing ships that ever put to sea, and the most beautiful These “greyhounds of the sea,” as they were sometimes called, had their glory days in the 1840's and 1850's Nearly four hundred of them were built in the shipyards of Boston, New York City, Baltimore, and other Eastern port cities The master designer of clippers, Donald McKay, built some of the most famous clipper ships at the East Boston Yard Ships built there, such as the Lightning and the Flying Cloud, were called Yankee clippers It was Chinese tea that brought clippers into existence Tea loses its flavor quickly when stored in the hold of a ship, and merchants were willing to pay top prices for fast delivery Then came the California Gold Rush of 1849 Gold-seekers from the East Coast were willing to pay almost any price to be rushed to the West Coast by way of Cape Horn The prices for consumer goods in the gold fields skyrocketed too A barrel of flour that would sell for five dollars in New York would bring $50 in San Francisco, and a four-month-old penny newspaper would bring a dollar Before the era of the clippers, most merchant ships were large, slow, and hard to maneuver Clippers were built for speed, and all other considerations— carrying capacity, cost of operations, durability—were unimportant A fast ship would bring its owners and captain more profits, and a ship could be paid for in a single trip The very name clipper was given to these ships because the enormous driving power of their sails allowed them to “clip” (move quickly) across the sea Writer Nicholas Dean called them the “Concordes of the nineteenth century” because the same concept—speed at any cost—brought clippers and Concordes into existence To give clippers their speed, the clippers’ slanted masts, which reached as high as a twenty-story building, carried more sails and more kinds of sails— including topgallants, royal sails, flying jibs, skysails, and moonrakers—than any other type of ship before or since This huge cloud of canvas sails was controlled by a complicated web of rigging It took an experienced crew of from twenty- Lesson 8: Completing Summaries and Charts 163 five to fifty sailors to operate those sails and a hard-driving captain to direct them The hull of a clipper was long and slender, and the bow was sharp as a knife to cut through the waves With their sails full of wind, the tall, beautiful to San Francisco, and the Sea Witch, which sailed from Guangzhou (then called Canton) to New York in 81 days The British built about 27 “tea clippers,” as they called them Unlike American ships, which were built entirely of wood, British ships were “composites,” built with wooden planking over iron frames The most famous tea clipper was the Cutty Sark Few new clippers were built after 1855, the year when the United States suffered an economic recession By 1860 the age of the clippers was fading Gold digging in California was nearly exhausted American investors found railroad building more profitable than clippers The Suez Canal cut off so much distance between Europe and Asia that it made the British tea clippers all but obsolete Most importantly, there was a technological innovation that doomed the clipper, and in fact, the entire age of sail: the development of the steamship Glossary greyhounds: fast dogs sometimes used for racing Concordes: supersonic passenger planes built by Britain and France They were extremely fast, but tickets were very expensive hull: the exterior of a ship bow: the front of a ship Notes on Main Topics: Paragraph Paragraph Paragraph Paragraph Paragraph Paragraph Paragraph Ee) ies) ea = Z = aD ri clipper ships looked as if they had sailed out of a child’s dream Many remarkable and enduring records were set by clippers McKay's clipper Lightning set a world record by sailing 436 miles (701 kilometers) in a single day, and his Flying Cloud sailed from New York, around Cape Horn, and to San Francisco in 82 days The James Bains set the around-the-world record of 133 days Other clipper records were set by the Nightingale, which sailed from Shanghai to London in 89 days, the Ino, which made it from Singapore to New York in 81 days, the Challenge, which took only 33 days to sail from Hong Kong 164 Section Guide to Reading m 2owz There was a need for fast ships because of the trade in Chinese Tea and the California Gold Rush E Everything possible was done to make the clipper ships as fast as possible Clipper ships, according to one writer, were the Concordes of their era British clippers used wooden planking over iron frames The development of the steamship, together with other events, eliminated the need for the clipper ship Some of the sails that were used on clipper ships had never been used on sailing ships in the past Many records for speed were broken by clipper ships Passage Z Georgia O”Keeffe stands out as one of the most compelling U.S artists of the twentieth century For nearly a century, her portrayals of the American landscape, her still lifes, and her cityscapes have filled canvases with energy and stand in marked contrast to the chaotic images embraced by many of her contemporaries in the art world She has had many imitators, but none paint with her intensity, intimacy, and precision O'Keeffe was born in Sun Prairie, Wisconsin, in 1887 By the time she was in the eighth grade, she had decided that she wanted to become a painter She took art courses in high school in Wisconsin, and after her family moved, in Williamsburg, Virginia One teacher, Elizabeth Willis, allowed O’Keeffe to work on her art at her own pace At times she would work intensely, and at other times she would not work for days The principal of the school asked Willis if O'Keeffe was lazy Willis responded, “When the spirit moves Georgia, she can Ae Lesson 8: Completing Summaries and Charts more in a day than anyone else can in a week.” After graduating from high school, O'Keeffe attended classes at the Art Institute in Chicago and the Arts Student League in New York City Discouraged with her progress as an artist, O’Keeffe did not return to the League in the fall of 1908, but moved to Chicago and found work as a commercial artist During this period Georgia did not pick up a brush, and said that the smell of turpentine made her sick In 1912 a friend wrote her that a position as an art teacher was open at a college in Texas She applied and was accepted Her paintings were first exhibited in 1919 at “291,” an experimental art gallery in New York City owned by the photographer and art critic Alfred Stieglitz The gallery was frequented by some of the most influential artists of the time Not long after this, O’Keeffe gave up her teaching job and devoted herself entirely to painting Stieglitz helped O’Keeffe to find buyers for her paintings and galleries that would exhibit her art They married in 1924 Early in her career, O'Keeffe developed a highly personal, highly refined style Her early paintings were mostly abstract designs In the 1920's she produced enigmatic, close-up pictures of flowers and precise cityscapes of New York City Whether painting mysterious flowers or austere buildings, she captured their beauty by magnifying their shapes and simplifying their details O'Keeffe’s style of painting, and in fact her whole life, changed dramatically during a visit to New Mexico in 1929 She was enchanted by the bright southwestern sunlight, the ancient Spanish architecture, the Native American culture, and the blanched bones of cattle in the desert She then adopted her characteristic style Thereafter, she most often painted desert landscapes, often with the whitened skull of a longhorn in the foreground She used vivid colors that, as one critic put it, “shock the senses.” O’Keeffe affectionately referred to northern New Mexico as “the far away,” a land of beauty, infinite space, and dazzling light She began visiting New Mexico once a year for several months at a time She would drive around on the back roads of New Mexico in a Model A Ford, with the backseat removed to make room for her art supplies She bought a small ranch called the Ghost Ranch near Santa Fe When her husband died in 1946, she moved there permanently In her later years, O’Keeffe became known as the dean of southwestern painters In 1971 she became aware that her eyesight was failing, but she continued to paint as long as she could Her illustrated autobiography became a bestseller in 1976 In 1986, she received the medal of the arts from President Ronald Reagan She died the following year Glossary turpentine: a material used to thin oil paints before painting with them longhorn: a type of cattle common in the southwestern part of the U.S Model A Ford: a type of U.S car made between 1928 and 1931 165 ... that the Hanau Momoko became the servants of the Hanau Eepe, who forced them to build the statues Because the Hanau Eepe were the masters, the statues resembled them Heyerdahl said that the red... victory over another, they toppled their enemies’ statues Archaeologists say that the resemblance between the stonework of the Easter Islanders and that of the Inca is coincidental As for the. .. Island can lead to the downfall of thriving societies Directions: Select phrases from the answer choices and match them to the group of people to which they relate, according to the theories of Thor