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Unidad del verano 2019

Honors Spanish

• Review the present tense in context • Review the two verbs that mean to be: SER and ESTAR • To understand principal societies that shaped the culture, food, architecture, art and language of

Mexico • To help develop critical thinking skills: synthesizing, analyzing and interpretation • Prepare background and cultural knowledge for our first unit: The Road to El Dorado

La ruta de Cortés

Purpose:

Learning Targets

1. I can talk about who Hernán Cortés is and why he is important in history. 2. I can describe Tenochtitlán and traits of the Aztec people, their society and the importance of their

empire. 3. I can conjugate SER and ESTAR in all forms with correct spelling and accents. 4. I can choose between SER and ESTAR correctly when forming sentences. 5. I can produce (say, define, use correctly) at least 25 new vocabulary words from this unit. 6. I can conjugate and use correctly –AR, -ER and –IR verbs.

This information will be part of your first semester cumulative final.

¿Puedes tú hacer un viaje así?

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RESOURCES for HONORS SPANISH STUDENTS

Ser y Estar Resources

Explanation: http://spanish.about.com/cs/verbs/a/servsestar.htm

http://www.studyspanish.com/verbs/lessons/piserestar.htm

http://www.youtube.com/watch?v=OmV4rUdqOec

http://www.drlemon.com/Grammar/servsestar.html

Practice: http://quizlet.com/11843505/ser-x-estar-flash-cards/

http://www.studyspanish.com/verbs/lessons/piserestar.htm

http://personal.colby.edu/~bknelson/SLC/ser_estar.php

http://www.trentu.ca/academic/modernlanguages/spanish/masarriba/serandestar.html

General Resources

Best Online Dictionary: http://www.wordreference.com

General Verb Practice: www.conjuguemos.com

501 Spanish Verbs: http://www.ebook3000.com/501-Spanish-Verbs--Barron-s-Foreign-Language-Guides-_177950.html (download the pdf onto your computer for a handy tool to do a quick lookup of any verb)

Need a new packet? Go online to lctigers.com and print from the summer assignment link.

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in the middle of₁ ancestors₂ cave₃ corn₄ birds₅ obey₆ my people₇ to the south₈ sky₉ rock₁₀ cactus₁₁ eagle₁₂ powerful₁₃

Instrucciones: Esta es una lectura corta sobre Cortés, la conquista, y los aztecas. Usamos esta lectura para practicar el presente, SER y ESTAR y aprender sobre la cultura. Lee la lectura y haz (do) las actividades. Our first unit requires that you have a strong foundational knowledge of this information.

El origen de los aztecas

En 1519 Hernán Cortés, el conquistador₁ español, llega con sus soldados₂ a la gran capital de los aztecas en México. Cortés ve una ciudad enorme en medio de un lago₃, con grandes casas, plazas, pirámides y templos pintados de colores brillantes.

Dos años más tarde Cortés y sus soldados conquistan y destruyen por completo la ciudad. La civilización azteca desaparece para siempre₄.

Sabemos mucho sobre los aztecas. Hay documentos sobre su historia y sus leyendas₅. Tenemos estatuas de sus dioses₆. Ahora muchos turistas visitan las ruinas de sus pirámides.

Hay varios mitos₇ sobre el origen de los aztecas. Esta historia es uno de los mitos que explica la fundación₈ de la capital azteca. Conqueror₁ soldiers₂ lake₃ forever₄ legends₅ gods₆ myths₇ founding₈ Parte I: El mito

La historia empieza en el norte de México, en un lugar muy hermoso: una isla en medio de₁ un lago. La isla se llama Aztlán. Los antepasados₂ de los aztecas viven en una cueva₃ en la isla. Estos indios viven felices. El aire es puro y fresco. El lago es agradable. Para comer hay maíz₄, tomates, chiles, frijoles, aves₅ y serpientes.

El dios principal de los aztecas se llama Huitzilopochtli (Which-lee-lo-poe-cht-lee). Cuando Huitzilopochtli habla, los aztecas obedecen₆.

Un día, el dios Huitzilopochtli dice: <<Pueblo mío₇, ustedes tienen que salir de Aztlán. Al sur₈ hay un lugar que les voy a indicar a ustedes. En ese lugar hay lagos hermosos. Las aguas de los lagos son cristalinas y reflejan el azul del cielo₉. En uno de los lagos hay una isla que tiene una piedra₁₀. Sobre la piedra hay un nopal₁₁. Sobre el nopal hay un águila₁₂ que devora una serpiente. En ese lugar ustedes van a construir una gran ciudad. En la ciudad ustedes van a ser poderosos₁₃, ricos y felices.>> Los aztecas obedecen a Huitzilopochtli y salen de Aztlán.

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A. Escribe la letra de la palabra al lado de la palabra relacionada de columna una.

_______ 1. Cortés a. cacto

_______ 2. Huitzilopochtli b. roca

_______ 3. Aztlán c. ave

_______ 4. mito d. dios

_______ 5. piedra e. leyenda

_______ 6. nopal f. conquistador

_______ 7. águila g. lugar

B. Completa cada frase con una de las siguientes expresiones:

a. cristalinas d. las ruinas

b. en el norte e. los aztecas obedecen

c. la capital de los aztecas

1. Los españoles destruyen _____________________________________________________________

2. Muchos turistas visitan ______________________________________________________________

3. La historia empieza _________________________________________________________________

4. Las aguas de los lagos son ____________________________________________________________

5. Cuando Huitzilopochtli habla, _________________________________________________________

C. Pon (put) las frases en un orden secuencial. Escribe un número al lado de cada frase.

_______ 1. La civilización azteca desaparece.

_______ 2. Cortés y sus soldados destruyen la capital.

_______ 3. Cortés ve una ciudad enorme.

_______ 4. Muchos turistas visitan las ruinas.

D. Pon (put) las frases en un orden secuencial. Escribe un número al lado de cada frase.

_______ 1. Los indios salen de Aztlán.

_______ 2. Huitzilopochtli habla.

_______ 3. Los indios viven en Aztlán.

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E. Contesta en frases completes

1. ¿Quiénes conquistan a los aztecas?

2. ¿Dónde empieza el mito?

3. ¿Qué comen los aztecas en Aztlán?

4. ¿Cómo se llama el dios principal de los aztecas?

5. ¿Por qué salen de Aztlán los aztecas?

Parte II

Los aztecas viajan hacia el sur por muchos años. Tienen muchas aventuras. Durante el largo viaje, los aztecas cambian algunas de sus costumbres primitivas. En lugar del sacrificio de animales, adoptan el sacrificio de víctimas humanas-porque Huitzilopochtli prefiere ahora la sangre de los seres humanos₁.

El dios Huitzilopochtli guía₂ a los aztecas por muchos años. El camino de los aztecas es peligroso porque hay muchas tribus₃ enemigas. Los aztecas deben pelear₄ constantemente con otras tribus.

Pasa mucho tiempo. Un día, los aztecas ven un nopal grande en una isla. Sobre el nopal hay un águila. El águila baja la cabeza en dirección a los aztecas. Los indios saben ahora que éste es el lugar prometido. Están tan contentos que empiezan a llorar₅ de felicidad.

Al día siguiente, los aztecas empiezan a construir un templo pequeño para dar gracias a su dios Huitzilopochtli. Luego construyen también las casas en que van a vivir.

Los aztecas trabajan mucho. Poco a poco₆ construyen templos cada vez más grandes₇. Construyen la ciudad de Tenochtitlán en la isla. En Tenochtitlán, los aztecas llegan a ser₈ la tribu más poderosa y más rica de la región.

Éste es uno de los mitos del origen de la gran capital de los aztecas. Es la ciudad magnífica que Cortés encuentra cuando llega a México doscientos años más tarde.

human beings₁ guides₂ tribes₃ to fight₄ weep/cry₅ little by little₆ bigger and better₇ become/get to be₈

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F. Llena los espacios

a. águila c. sobre e. Tenochtitlán g. tribus

b. costumbres d. sangre f. sur

1. Los aztecas viajan hacia el __________________________. 2. Cambian algunas de sus __________________________. 3. Huitzilopochtli prefiere ahora la _______________________ de los seres humanos. 4. Los aztecas pelean constantemente con otras ___________________. 5. _______________________ el nopal hay un águila. 6. El _____________________ baja la cabeza en dirección a los aztecas. 7. La capital de los aztecas se llama _______________________.

G. ¿Cierto o Falso? Lee la frase, y corrige las frases falsas. No uses solamente “no” para corregir la frase.

1. Ahora Huitzilopochtli está más contento con la sangre de animales.

2. El camino de los aztecas es peligroso.

3. Empiezan a llorar porque están tristes.

4. El nopal está sobre el águila.

5. Construyen Tenochtitlán en una isla.

H. Contesta en frases completas.

1. ¿Por qué adoptan los aztecas el sacrificio de víctimas humanas?

2. ¿Por qué es peligroso el camino de los aztecas?

3. ¿Dónde está el águila que baja la cabeza en dirección a los aztecas?

4. ¿Por qué empiezan a llorar los aztecas?

5. ¿Cuándo empiezan a construir un templo?

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¿SER o ESTAR? Junta la razón con la frase. On the left side of the paper are the reasons to use both SER and ESTAR. Please read each sentence and decide which use is demonstrated in the sentence. Write the English use in the space provided. The first one has been done for you as an example. You will need to research what the PROGRESSIVE rule is for estar. Origin Nationality Time Possession/profession Material Characteristic LOCation CONdition PROgressive

1. ________origin_____ Los soldados de Hernán Cortés son de

España.

2. ___________________ Huitzilopochtli dice que los aztecas

van a ser poderosos, ricos y felices

3. ___________________ La cuidad de Tenochtitlán está en la isla.

4. ___________________ Cuando ven el águila, los aztecas están tan

contentos que lloran.

5. ___________________ Los conquistadores que llegan a la capital de

los aztecas son españoles.

6. ___________________ Las estatuas de los dioses aztecas son de

piedra.

7. ___________________Hernán Cortés es conquistador español.

8. ___________________ ¿Es guapo o feo Hernán cortés?

9. ___________________ ¿Cómo es el dios Huitzilopochtli?

10. __________________ El dios Huitzilopochtli está hablando con sus

tribus.

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Practicamos las formas del verbo SER. Escribe la forma correcta del VERBO SER.

1. Hernán Cortés __________ valiente, joven y poderoso. 2. El dios de los aztecas __________ Huitzilopochtli. 3. Los aztecas __________ muy fuertes y poderosos. 4. Cortés __________ de una edad muy joven cuando navega el

mar. ¡Tiene solamente 19 años! 5. Los padres de Hernán Cortés __________ Martin Cortés de

Monroy y Doña Catalina Pizarro Altamarino. 6. __________ el año 1519 cuando Hernán Cortés llega a la

capital de los aztecas. 7. Hernán Cortés __________ español y un conquistador para el

rey español. 8. Cortés piensa que la ciudad de los aztecas __________ magnífica e increíble. 9. Los edificios en la gran ciudad de los aztecas __________ de piedra. 10. En la isla donde viven los antepasados de los aztecas el aire __________ puro y fresco y el lago

__________ agradable.

Practicamos las formas del verbo ESTAR. Escribe la forma correcta del VERBO ESTAR.

1. Primero, Hernán Cortés viaja de España a La Española (lo que hoy es La República Dominicana). Allí él __________________ trabajando como notario público y tiene un poco de tierra.

2. Hernán Cortés ____________________ en la costa de Cuba el día que embarca a México. 3. Hernán Cortés _________________________ en Cuba porque no quería vivir una vida aburrida en una

provincia pequeña de España. Quería experimentar la aventura y tenía la oportunidad de explorar de Cuba.

4. Nosotros ______________________________ aprendiendo de Cortés porque es una persona muy importante en la historia. También lo estudiamos en la primera unidad.

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Direcciones:

1. Read the paragraph below. 2. In the box below, draw a detailed picture representation of the paragraph. 3. Label the drawing in Spanish with vocabulary from the paragraph.

Estamos en México, lo que hoy en día es México D.F., la capital. Cerca de esta área hay muchos lagos. Sus aguas son azules, son cristalinas. Hay una piedra que está en el centro de un lago. Sobre la piedra hay un nopal. Los brazos del nopal están estirados hacia el sol. En el brazo derecho, está sentado un ave, es un águila . Sus plumas son largos. Son del color marrón oscuro. El pecho es marrón claro. El ave está comiendo una serpiente que está en el pico.

El dibujo del mito

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Mira esta imagen de Tenochtitlan. Reflexiona sobre la imagen. ¿Qué nos enseña? Estudia el imagen por 5 minutos y piensa.

Contesta las preguntas en español.

1. ¿Cuál es el edificio más importante de esta imagen?

2. Los indios construyen pirámides para honrar a sus dioses. Son grandes. ¿De qué son las pirámides?

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3. ¿Es grande o pequeño Tenochtitlán?

4. El mercado público está en el centro de la imagen. ¿Qué están vendiendo/venden los indios?

5. Hay una serie de canales alrededor de Tenochtitlán. ¿Cómo están usando/usan los indios los canales?

Ahora, sin mirar las preguntas/respuestas de arriba, cuenta/explica la información otra vez en voz alta. Usa muy buena pronunciación.

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El Mito Ser o Estar

I. Escribe la fórmula de SER Y ESTAR:

___________________________________________________________________

II. Escoge y escribe la forma correcta de SER o ESTAR en los espacios y la regla de ONTPMCH/ LOC, CON, PRO: You MUST write a Ser or Estar rule!!!!!! This is in addition to the verb form!

Example: La isla Aztlán ___está (location)____ en el norte de México.

1. Los antepasados de los aztecas _____________________ felices con su vida.

2. El aire ___________________puro y fresco en esta parte de México.

3. La isla ____________________ en medio de un lago grande.

4. Un dios importante de los aztecas_________________ Huitzilopochtli.

5. El dios Huitzilopochtli dice que una isla más bonita y rica ____________________ al sur.

6. Las aguas en este lugar ______________________ cristalinas—agua pura.

7. Huitzilopochtli dice que sobre una piedra en esta isla ____________________ un nopal, y sobre el

nopal ____________________ un águila que come una serpiente.

8. El dios espera que su gente va a __________________ rica en la nueva isla.

9. También, el dios espera que su gente va a _________________ poderosa.

10. Tenochtitlán ________________ el nombre de la ciudad azteca que hoy _____________________

México DF.

11. Hoy, las ruinas de las pirámides aztecas _______________________ debajo de las calles de la capital.

12. El metro de México D.F. _____________________ debajo de las calles también.

13. Hoy, ¡___________________ posible ver las pirámides cuando Ud. sale del metro!

14. No _________________ normal ver un nopal sobre una piedra. ¡_______________ muy raro! 15. Los mexicanos ___________________________ muy orgullosos de su historia. (ser orgulloso vs. estar

orgulloso- investiga en el internet)

16. Muchos mexicanos _________________________ de descendencia azteca y maya.

17. México D.F. ____________________________ en centro del país.

18. ___________________ muy interesante aprender la historia de los aztecas ¿verdad?

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¿Quién soy yo? ¿Quién es Hernán Cortés?

A. Write a 2-4 paragraph composition (no more than 1 page) describing who you are in Spanish. Use complete sentences with correct grammar structure. Please pay attention to the organization, fluency and style of your writing. Use a variety of vocabulary to show what you know.

NO WRITING IN ENGLISH AND NO WORD FOR WORD TRANSLATION. NO TRANSLATION SITES WHATSOEVER SHOULD BE USED!!!!! USE OF THESE SITES WILL RESULT IN A ZERO.

The idea is to show me what you know how to do in Spanish with a special emphasis on uses of Ser and Estar

Incluye esta información:

1. La información personal: la edad, el cumpleaños, la descripción personal, ¿Tienes talentos especiales?

2. La escuela: el año escolar, las clases que te interesan, las actividades

3. La familia y los amigos: ¿De dónde eres?, descripción de las personas, la casa

4. Los pasatiempos: las cosas, los lugares y las actividades favoritas

5. El futuro: ¿Qué vas a hacer en el futuro? ¿Dónde quieres vivir? ¿A cuál universidad piensas estudiar? ¿Qué quieres ser? ¿Vas a tener una familia?

In half a page, describe the life of Hernán Cortés. You may use the information included in the last few pages of this packet or do some research on your own. Your writing should be completely in Spanish, and again, avoid any and all translation sites! Because you have yet to learn the past tense conjugations please write this paragraph in the present tense as if Cortés was still alive today!!!

Incluye esta información:

• su origen y nacionalidad • la descripción y su personalidad • su familia • las conquistas y aventuras • los trabajos

SEE SCORING RUBRIC FOR BOTH WRITINGS ON THE NEXT PAGE.

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Rubric for Writing about yourself and Hernán Cortés

Vocabulary Grammar/Mechanics Message Content

4 Advanced

• Rich, precise vocabulary accurate/ appropriate to the task

• Minimal errors • Circumlocutions may

occur

• Grammar contains minimal inaccuracies that do not interfere with comprehensibility

• Exceptional control/variety of major patterns

• Minimal errors in spelling, punctuation, accents

• Appropriate register

• Relevant, informative response to the task

• Rich in detail and creativity

• Exceptional effort; well organized

• Natural fluency • Thorough response to all

prompts

3 Proficient

• Vocabulary is generally appropriate to task

• Some errors and circumlocutions may occur

• No English or Anglicized words are used

• Some grammatical inaccuracies occur; may affect comprehensibility

• Good control of major patterns

• May contain some errors in spelling, punctuation, and accent

• Response to the task is generally informative

• May lack some detail and/or creativity

• Good organization and fluency

2 Basic

• Vocabulary is not extensive enough for the task

• Many inaccuracies or repetitions

• May use English words.

• Many grammatical inaccuracies that affect comprehensibility

• Little control of major patterns.

• Many errors in spelling, punctuation, accents

• Response incomplete • Lacks important

information

1 Below basic • Vocabulary inadequate for most basic concepts of the task

• Almost all grammatical patterns inaccurate, except for a few memorized patterns

• Response not informative; provides little or no information

0 No evidence • No evidence • Irrelevant to topic

• No evidence • No evidence

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Hernán Cortés (1485-1547)

Cortés, also spelled Cortéz, was a Spanish conquistador who overthrew the Aztec empire (1519) and won Mexico for the crown of Spain.

Cortés was the son of Martín Cortés de Monroy and of Doña Catalina Pizarro Altamarino—names of ancient lineage. "They had little wealth, but much honor," according to Cortés's secretary, Francisco López de Gómara, who tells how, at age 14, the young Hernán was sent to study at Salamanca, in west-central Spain, "because he was very intelligent and clever in everything he did." Gómara went on to describe him as ruthless, haughty, mischievous, and quarrelsome, "a source of trouble to his parents." Certainly he was "much given to women," frustrated by provincial life, and excited by stories of the Indies Columbus had just discovered. He set out for the east coast port of Valencia with the idea of serving in the Italian wars, but instead he "wandered idly about for nearly a year." Clearly Spain's southern ports, with ships coming in full of the wealth and color of the Indies, proved a greater attraction. He finally sailed for the island of Hispaniola (now Santo Domingo) in 1504. He was then 19.

Years in Hispaniola and Cuba

In Hispaniola he became a farmer and notary to a town council; for the first six years or so, he seems to have been content to establish his position. He contracted syphilis and, as a result, missed the ill-fated expeditions of Diego de Nicuesa and Alonso de Ojeda, which sailed for the South American mainland in 1509. By 1511 he had recovered, and he sailed with Diego Velázquez to conquer Cuba. There Velázquez was appointed governor, and Cortés clerk to the treasurer. Cortés received a repartimiento (gift of land and Indian slaves) and the first house in the new capital of Santiago. He was now in a position of some power and the man to whom dissident elements in the colony began to turn for leadership.

Cortés was twice elected alcalde ("mayor") of the town of Santiago and was a man who "in all he did, in his presence, bearing, conversation, manner of eating and of dressing, gave signs of being a great lord." It was therefore to Cortés that Velázquez turned when, after news had come of the progress of Juan de Grijalba's efforts to establish a colony on the mainland, it was decided to send him help. An agreement appointing Cortés captain general of a new expedition was signed in October 1518. Experience of the rough-and-tumble of New World politics advised Cortés to move fast, before Velázquez changed his mind. His sense of the dramatic, his long experience as an administrator, the knowledge gained from so many failed expeditions, above all his ability as a speaker gathered to him six ships and 300 men, all in less than a month. The reaction of Velázquez was predictable; his jealousy aroused, he resolved to place leadership of the expedition in other hands. Cortés, however, put hastily to sea to raise more men and ships in other Cuban ports.

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The expedition to Mexico

When Cortés finally sailed for the coast of Yucatán on February 18, 1519, he had 11 ships, 508 soldiers, about 100 sailors, and—most important—16 horses. In March 1519 he landed at Tabasco, where he stayed for a time in order to gain intelligence from the local Indians. He won them over and received presents from them, including 20 women, one of whom, Marina ("Malinche"), became his mistress and interpreter and bore him a son, Martín. Cortés sailed to another spot on the southeastern Mexican coast and founded Veracruz, mainly to have himself elected captain general and chief justice by his soldiers as citizens, thus shaking off the authority of Velázquez. On the mainland Cortés did what no other expedition leader had done: he exercised and disciplined his army, welding it into a cohesive force. But the ultimate expression of his determination to deal with disaffection occurred when he burned his ships. By that single action he committed himself and his entire force to survival by conquest.

Cortés then set out for the Mexican interior, relying sometimes on force, sometimes on amity toward the local Indian peoples, but always careful to keep conflict with them to a strict minimum. The key to Cortés' subsequent conquests lay in the political crisis within the Aztec empire; the Aztecs were bitterly resented by many of the subject peoples who had to pay tribute to them. The ability of Cortés as a leader is nowhere more apparent than in his quick grasp of the situation—a grasp that was ultimately to give him more than 200,000 Indian allies. The nation of Tlaxcala, for instance, which was in a state of chronic war with Montezuma, ruler of the Aztec empire of Mexico, resisted Cortés at first but when defeated became his most faithful ally. Rejecting all of Montezuma's threats and blandishments to keep him away from Tenochtitlán or Mexico, the capital (rebuilt as Mexico City after 1521), Cortés entered the city on November 8, 1519, with his small Spanish force and only 1,000 Tlaxcaltecs. Montezuma, believing him to incarnate the Aztec god Quetzalcoatl, received him with great honor. Cortés soon decided to seize Montezuma in order to hold the country through its monarch and achieve not only its political conquest but its religious conversion. Marina worked on the complicated, enigmatic mind of Montezuma so subtly that he finally became the voluntary prisoner of her master. With this stroke Cortés became the master of Tenochtitlán.

Spanish politics and envy, however, were to bedevil Cortés throughout his meteoric career. Cortés soon heard of the arrival of a Spanish force from Cuba, led by Pánfilo Narváez, to deprive Cortés of his command at a time (mid-1520) when he was holding the Aztec capital of Tenochtitlán by little more than the force of his personality. Leaving a garrison in Tenochtitlán of 80 Spaniards and a few hundred Tlaxcaltecs commanded by his most reckless captain, Pedro de Alvarado, Cortés marched against Narváez, defeated him, and enlisted his army in his own forces. On his return, he found the Spanish garrison in Tenochtitlán besieged by the Aztecs after Alvarado had massacred many leading Aztec chiefs during a festival. Hard pressed and lacking food, Cortés decided to leave the city by night. The Spaniards' retreat from the capital was performed, but with a heavy loss in lives and most of the treasure they had accumulated. After six days of retreat Cortés won the battle of Otumba over the Aztecs sent in pursuit (July 7, 1520).

Cortés eventually rejoined his Tlaxcalan allies and reorganized his forces before again marching on Tenochtitlán in December 1520. After subduing the neighbouring territories he laid siege to the city itself, conquering it street by street until its capture was completed on August 13, 1521. This victory marked the fall of the Aztec empire. Cortés had become the absolute ruler of a huge territory extending from the Caribbean Sea to the Pacific Ocean.

In the meantime, Velázquez was mounting an insidious political attack on Cortés in Spain through Bishop Juan Rodríguez de Fonseca and the Council of the Indies. Fully conscious of the vulnerability of a successful

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conqueror whose field of operations was 5,000 miles (8,000 km) from the centre of political power, Cortés countered with lengthy and detailed dispatches—five remarkable letters to the Spanish king Charles V. His acceptance by the Indians and even his popularity as a relatively benign ruler was such that he could have established Mexico as an independent kingdom. Indeed, this is what the Council of the Indies feared. But his upbringing in a feudal world in which the king commanded absolute allegiance was against it.

Later years

In 1524 his restless urge to explore and conquer took him south to the jungles of Honduras. The two arduous years he spent on this disastrous expedition damaged his health and his position. His property was seized by the officials he had left in charge, and reports of the cruelty of their administration and the chaos it created aroused concern in Spain. Cortés' fifth letter to the Spanish king attempts to justify his reckless behaviour and concludes with a bitter attack on "various and powerful rivals and enemies" who have "obscured the eyes of your Majesty." But it was his misfortune that he was not dealing simply with a king of Spain but with an emperor who ruled most of Europe and who had little time for distant colonies, except insofar as they contributed to his treasury. The Spanish bureaucrats sent out a commission of inquiry under Luis Ponce de León, and, when he died almost immediately, Cortés was accused of poisoning him and was forced to retire to his estate.

In 1528 Cortés sailed for Spain to plead his cause in person with the king. He brought with him a great wealth of treasure and a magnificent entourage. He was received by Charles at his court at Toledo, confirmed as captain general (but not as governor), and created marqués del Valle. He also remarried, into a ducal family. He returned to New Spain in 1530 to find the country in a state of anarchy and so many accusations made against him—even that he had murdered his first wife, Catalina, who had died that year—that, after reasserting his position and reestablishing some sort of order, he retired to his estates at Cuernavaca, about 30 miles (48 km) south of Mexico City. There he concentrated on the building of his palace and on Pacific exploration.

Finally a viceroy was appointed, after which, in 1540, Cortés returned to Spain. By then he had become thoroughly disillusioned, his life made miserable by litigation. All the rest is anticlimax. "I am old, poor and in debt . . . again and again I have begged your Majesty. . . ." In the end he was permitted to return to Mexico, but he died before he had even reached Sevilla (Seville). (Ralph Hammond Innes, Encyclopaedia Britannica Article)

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Un repaso del vocabulario

This is a helpful list of people adjectives to describe yourself and others. Define them. IF necessary you may use wordreference.com. I would suggest downloading this resource as an App on your mobile device if at all possible. It is a reliable tool you can use all year.

I. La Gente: escribe los significados de los sustantivos

el muchacho/la muchacha

el/la joven

el amigo/la amiga

el alumno/la alumna

el/la estudiante

el maestro/la maestra

el profesor/la profesora

el chico/la chica

el jefe/la jefa

el/la victima

el/la turista

el hombre

la mujer

el enemigo/la enemiga

el conquistador/la conquistadora

el saldado/la saldada

el indio/la india

el dios/la diosa

II. Escribe una lista de los adjetivos que recuerdas del primer año. Escribe por lo menos 25

adjetivos que son diferentes que los adjetivos en la próxima página.

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36. 37.

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LOS ADJETIVOS:

Agradable(s)

Cobarde(s)

Enorme(s)

Extraño(a) (os) (as)

Feliz (felices)

Feroz (feroces)

Fresco(a)(os)(as)

Grosero(a)(os)(as)

Hermoso(a)(os)(as)

Lento(a)(os)(as)

Magnífico(a)(os)(as)

Mejor(es)

Mediano(a)(os)(as)

Mimado(a)(os)(as)

Ordinario(a)(os)(as)

Peligroso(a)(os)(as)

Pesado(a)(os)(as)

Poderoso(a)(os)(as)

Precioso(a)(os)(as)

Puro(a)(os)(as)

Rápido(a)(os)(as)

Rico(a)(os)(as)

Tacaño(a)(os)(as)

Testarudo(a)(os)(as)

Trabajador(a)(es)

Tranquilo(a)(os)(as)

Útil(es)

Valiente(s)

Los colores

Rojo(a)(os)(as)

Anaranjado(a)(os)(as)

Amarillo(a)(os)(as)

Verde(s)

Azul(es)

Morado(a)(os)(as)/Violeta(s)

Marrón(es)/Café(a)

Negro(a)(os)(as)

Blanco(a)(os)(as)

Gris(es)

Rosado(a)(os)(as)

Escribe una definición para los adjetivos:

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Self-Evaluation of the Unit Learning Targets

Have I met the learning targets of this unit? Rate yourself using the scale below.

1. __________ I can talk about who Hernán Cortés is and why he is important in history. 2. __________ I can describe Tenochtitlán and traits of the Aztec people, their society and the

importance of their empire. 3. __________ I can conjugate SER and ESTAR in all forms with correct spelling and accents. 4. __________ I can choose between SER and ESTAR correctly when forming sentences. 5. __________ I can produce (say, define, use correctly) at least 25 new vocabulary words from this unit. 6. __________ I can conjugate and use correctly –AR, -ER and –IR verbs.

4: I totally get it. I know exactly what to do. I could teach someone else. I can figure out language I’ve never

seen or heard before

3: I get it almost every time. I can solve language problems I’ve never seen before by myself, but

sometimes make errors. People can still understand me if I make errors.

2: I’m getting there. I still have questions. I understand when I see it done right. I’m almost there but can’t

quite do it myself.

1: I don’t get it yet. I need a lot of help. I’ve seen the words/symbols before. I don’t understand the

examples.

If you are rating yourself below a 3, you need to seek additional resources and re-read, re-do and re-check your unit work.