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provide chapters names

User:

The chapter 7 in SAM and Chapter 8 is BROTHER AND SISTERS

Answer:

Step-by-step explanation:

Note: Here We are providing the analysis of the chapters 9 and 10. For the rest of the chapters you can post the questions again. We are happy to help. 

Chapter 9: "Shul"

Hook: Begin by asking students if they have ever felt like an outsider in a new situation or environment. Ask them to share a brief experience with a partner or in small groups.

Note-taking strategy: Provide students with a "character map" graphic organizer to track the various individuals James meets and interacts with throughout the chapter. Have students fill in the organizer as they read, noting each character's name, role, and important details about their personality or relationship to James.

Vocabulary words:

Yarmulke: a skullcap worn by Jewish men as a sign of reverence and submission to God

Shtetl: a small Jewish village or town in Eastern Europe

Seder: a Jewish ritual feast that marks the beginning of Passover

Kibbutz: a collective community in Israel that was traditionally based on agriculture

Hasidic: a branch of Orthodox Judaism that emphasizes mystical beliefs and practices

Have students define these words in their own words and provide an example sentence using the word.

Discussion questions:

How does James feel about attending synagogue with his stepfather and stepbrothers? How does he navigate being an outsider in this new environment?

What role does religion play in this chapter? How does James' relationship with Judaism and Christianity evolve throughout the book?

How do the different characters James meets at the synagogue shape his understanding of Judaism and Jewish culture?

What do you think James learns from his experience at the seder dinner?

How does this chapter contribute to the book's larger themes of identity and belonging?

Culminating activity: Have students research and present on a cultural or religious tradition that is unfamiliar to them. They should discuss the history, beliefs, and practices of the tradition, as well as any challenges or opportunities for belonging that may exist for outsiders.

Chapter 10: "A Bird"

Hook: Begin by asking students to share what they know about racial identity and how it can impact a person's sense of self. Ask them to reflect on how their own racial identity shapes their experiences and interactions with others.

Note-taking strategy: Provide students with a graphic organizer, such as a mind map or concept map, to track the various factors that shape James' racial identity. Have students fill in the organizer as they read, noting specific events or experiences that contribute to James' understanding of his race.

Vocabulary words:

Melancholy: a feeling of sadness or depression

Resilience: the ability to recover quickly from difficulty or adversity

Pervasive: spreading widely throughout an area or group of people

Stereotype: a widely held but fixed and oversimplified image or idea of a particular type of person or thing

Prejudice: preconceived opinion that is not based on reason or actual experience

Have students define these words in their own words and provide an example sentence using the word.

Discussion questions:

How does James' biracial identity impact his experiences growing up? How does it shape his relationships with others?

What role do stereotypes and prejudice play in James' life? How does he respond to these challenges?

What does James learn from his encounter with the bird? How does it shape his understanding of himself and the world around him?

How does this chapter contribute to the book's larger themes of identity, belonging, and acceptance?

Culminating activity: Have students reflect on their own experiences with identity and belonging. They should write a brief essay or create a visual representation (such as a collage or drawing) that explores the various factors that shape their own sense of self. Students should reflect on how their identity has impacted their interactions with others and what they have learned about themselves through these experiences.

Answer:

Step-by-step explanation:

In this chapter, the following key points are discussed:

1) The enslaved people on the Waller plantation are allowed to have a full meal on Saturdays, which is a rare treat for them.

2) While the enslaved people are eating, Waller's son asks them questions about their knowledge of the Bible, and they answer to the best of their abilities.

3) When Waller's son asks Sarny, the protagonist of the story, about her knowledge of the Bible, Nightjohn intervenes and tells her not to answer.

4) Nightjohn later explains to Sarny that he doesn't want her to answer because it would make Waller's son aware of the fact that Nightjohn has been teaching the enslaved people to read, which could put them all in danger.

The impact of these key points is significant in several ways:

1) The fact that the enslaved people are only allowed to have a full meal once a week highlights the harsh living conditions they endure on the Waller plantation.

2) The questioning about the Bible shows the limited education that enslaved people were allowed to have, and how they were often only allowed to learn about religion in a way that reinforced their status as slaves.

3) Nightjohn's intervention shows the risks that enslaved people faced when trying to educate themselves or each other, and how they had to be cautious and secretive in their efforts.

4) Finally, this chapter also sets up the conflict that arises later in the story, as Waller's suspicion of Nightjohn and the enslaved people's literacy grows.

Answer:

Step-by-step explanation:

There could be several reasons why Southey chose to write a story from the perspective of a Spanish tourist rather than writing from the perspective of a worker or writing a nonfiction essay about the working conditions in factories. One possible reason could be that Southey believed that a fictional story would be more compelling and engaging to readers than a nonfiction essay or a report. By using a narrative format, Southey may have hoped to capture readers' attention and generate interest in the issue of poor working conditions in factories.

Another possible reason could be that Southey wanted to reach a wider audience by using a story that would appeal to people beyond the working class. By using a Spanish tourist as the protagonist, Southey may have hoped to engage readers from different backgrounds and social classes in his message of reform.

Additionally, by using an outsider's perspective, Southey may have been able to highlight the absurdity and cruelty of the factory system more effectively. Through the eyes of a foreign visitor, readers may have been more likely to see the conditions in factories as shocking and unacceptable.

Ultimately, Southey's choice to use a fictional story with a Spanish tourist as the protagonist may have been a deliberate strategy to engage and persuade readers to support his goal of reforming factory working conditions

Answer: B. the uncontrollable power of nature.

In this passage, we can see how powerful the colossal Moby-Dick is, and how frail and insignificant humans appear to be by comparison. When Ahab wants to fight with the whale, he is completely helpless and is easily defeated and injured. The power of the whale is a symbol that represents the incontrollable power of nature.

Answer:

Step-by-step explanation:

Early photography and Daguerreotype Medium.

Louis Daguerre invented a new process he dubbed a daguerrotype in 1839, which significantly reduced exposure time and created a lasting result, but only produced a single image.

Louis Daguerre called his invention "daguerreotype." His method, which he disclosed to the public late in the summer of 1839, consisted of treating silver-plated copper sheets with iodine to make them sensitive to light, then exposing them in a camera and "developing" the images with warm mercury vapor.

Daguerreotypes became an equalizer among classes. No longer were likenesses only created for the super rich. An average person could walk into a portrait studio, sit for an image, and have the same product as the millionaire down the street. The popularity gave rise to picture factories

Views of modernity and capitalism heavily influenced Daguerre’s discovery because his main goal was to improve and modernize the process previously used to capture images and to upgrade what he saw using camera obscura.

People could start to develop a visual history, not only the rich could afford to have a portrait made, and people could collect images of their friends and family.

neither black nor white but they were called Colored people 

Answer:

Step-by-step explanation:

Thoreau states, “… When an acorn and a chestnut fall side by side… bothobey their own laws…” (3). This can be interpreted as success being obtainable withoutthe assistance of another. The acorn and the chestnut are two individuals that are uniquein their own way yet had the same result. The same goes for people; for those reachingthe same goal as another, it is much better to do it under your qualities and your own way.The purpose of this passage was for Thoreau to inform his audience on his viewson the government and its negative affects on civilization. With its restrictions, peoplecannot fully live up to their potential because the bureaucracy will always limit them.Thoreau wants his audience to become successful in their own manor and uses theserhetorical devices to sync with his readers

Answer:

Step-by-step explanation:

●''Owl Creek Bridge'' isn't a first-person narration, meaning that it's not told from the perspective of the main character, meaning Farquhar. Instead, the text comes from a third-person narrator, or told by an external force or character.

●In some sense, Bierce presents readers with an unreliable third-person narrator. The narrator knows, the entire time, that Peyton is dreaming, but tricks readers into thinking that Peyton has escaped. By representing the scenes of Peyton's dream as reality, the narrator toys with the reader's emotions.

●In “An Occurrence at Owl Creek Bridge” a couple of shifts throughout the story change the entire story's point of view essentially bewildering readers. For instance, in paragraph five, a shift occurs when Peyton Farquhar closes his eyes right before he is to be hung.

●In paragraph 36 of "An Occurrence at Owl Creek Bridge," Bierce shifts from past tense to present tense. Bierce writes that "now he sees another scene . . . he stands at the gate of his own home." The effect here is that the reader believes Farquhar has truly escaped and made it home.

Lange’s work was significantly influenced by her experiences.