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Expert:

provide chapters names

User:

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

Answer:

Analysis of the chapters 9 and 10.

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:

See below:

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:

Answer explained below.

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:

Louis Daguerre's motivation to begin experimenting with light sensitive materials was so that he and others would be able to capture an image from a still moment in time

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.

Answer:

In lines 578-579, Mrs. Keeney tells her husband why she wanted to sail with him: "I wanted to see
you the hero they make you out to be in Homeport." In what way does the voyage change the way she sees her husband? Cite evidence from the play in your answer.
Mrs. Keeney sees that her husband is a hard man who can be brutal toward his crew in pursuit of
his goal. In lines 650-653, she tells him, "You want to live up to your silly reputation even if you do
have to beat and starve men and drive me mad to do it."
At the end of the play, Captain Keeney breaks his promise to his wife, even though he says he loves
her. What is the motivation for his behavior, beyond simple economic opportunity?
Keeney's pride pushes him to put his goal of
getting the oil ahead of any feelings for his wife. He needs to get the oil to feel strong and to prove himself. At the same time, he denies that his wife is really going mad, saying, "I know you're foolin' me" (lines 892-893). He may feel justified in staying "jest a little while longer" at sea because he can't believe she is actually losing her mind and because she insisted on making the voyage in the first place.

Step-by-step explanation:

make necessary changes as required to make the points better

Answer:

The phrase "we'll head north again, in other words, to the land of sensible people" shows that the entire venture, planned by the Professor and the Captain was not wise. It has a critical tone.

Step-by-step explanation:

The phrase above was uttered by the Canadian in the book, "Twenty Thousand Leagues Under the Seas Revised" By Jules Verne. He meant that the venture which they had undertaken was fruitless and unwise.

He criticized the journey because at that time the Nautilus was stuck in the ice and could no longer move forward.

Answer:

Please, see below:

Step-by-step explanation:

Based on the context of the presented proposal, we can give such a definition:
Reverence is a feeling of deep respect or awe, in this case for nature. Reverence can be a feeling of awe, and it can also describe how you feel about something, especially.

Answer:

check below

Step-by-step explanation:

George and Lennie dream of getting their own farm. George wants the independence that comes with owning his own land, and Lennie wants to have rabbits. Their dream is the central theme in the story. It is their dream that brings them to the ranch, and that dream spreads to Candy and Crooks.

George is small while Lennie is burly in terms of physical size. George is cunning and calculating while Lennie is obtuse and carefree. But from the early scene where the two stopped to drink water, you can already perceive that George is the one who looks after Lennie.

Lennie and George have an argument over a mouse that Lennie has petted a little too hard and long. Lennie wants to keep the dead mouse in his pocket, but George throws it away.

Answer:

Aslan orders the creatures around him to prepare a feast for the children. Then he leads Peter aside and shows him Cair Paravel, a castle on a peninsula where the children will live and reign. Aslan tells Peter that he will "be the High King over all the rest." As they are talking, Peter and Aslan hear Susan's horn, which Father Christmas gave her. She is supposed to blow the horn when she is in danger, as it will bring help. The other animals begin to run to help her, but Aslan stops them and waves Peter on.

Peter runs over and sees Susan climbing a tree, pursued by a huge wolf. She only gets as far as the first branch before she comes so close to fainting that she cannot go any higher. Peter knows that if she faints she will fall to danger. He rushes over and stabs the wolf in the heart with the sword that Father Christmas gave him. There is a short struggle, but in the end the wolf lies dead at Peter's feet. Aslan sees another wolf dash into the thicket and sends his fastest animals after it, saying that the wolf will lead them to the Witch and to Edmund. He then knights Peter, after chastising him for forgetting to wipe his sword.

Step-by-step explanation:

read the pasaage and make changes and extract valid points

Answer:

This phrase means that Rip Van Winkle's son took the time and did anything but his business.
He inherited this trait from his father.

Step-by-step explanation:

"To make a long story short, the company broke up, and returned to the more important concerns of the election. Rip's daughter took him home to live with her ; she had a snug, well-furnished house, and a stout, cheery farmer for a husband, whom Rip 660 recollected for one of the urchins that used to climb upon his back. As to Rip's son and heir, who was the ditto of himselt, seen leaning against the tree, he was employed to Avork on the farm ; but evinced a hereditary disposition to attend to anything else but 665 his business."