Which statement best describes the impact of nonstandard English in “Harriet Tubman aka Moses”

It helps the reader understand Tubman's perspective.

Explanation:

It helps the reader understand Tubman's perspective.

Explanation:

1. Which line from “Harriet Tubman” highlights how much Tubman cared for others?

A. “Harriet Tubman didn’t take no stuff”

B. “‘Farewell!’ she sang to her friends one night”

C. “And she kept on going till she got to the North”

D. “To save Black sisters and brothers”

2. Greenfield most likely uses nonstandard English in “Harriet Tubman” to

A. emphasize Tubman’s strength and determination.

B. preserve Tubman’s speaking patterns through time.

C. highlight the importance of Tubman’s work.

D. demonstrate how many people Tubman saved.

3. Read this line from “Harriet Tubman.”

Didn’t come in this world to be no slave

Which statement best describes the impact of Greenfield’s use of nonstandard English in this line?

A. It highlights the author’s own opinion for the reader.

B. It helps create an authentic picture of Tubman for the reader.

C. It demonstrates the way the author communicates.

D. It shows that Tubman was not any different from others of her time.

4. Which statement best describes the impact of the repetition of “Harriet Tubman didn’t take no stuff” in “Harriet Tubman”?

A. It emphasizes that Tubman refused to take material possessions with her on her journeys.

B. It emphasizes that Tubman would not let anything stand in the way of bringing people to freedom.

C. It demonstrates Tubman’s tendency to let other people influence her decision-making process.

D. It demonstrates Tubman’s dedication to understanding others’ views in order to reach her goals.

5. Which statement best describes the impact of nonstandard English in "Harriet Tubman aka Moses”?

A. It encourages the reader to understand the author’s perspective.

B. It helps the reader understand Tubman’s perspective.

C. It encourages the reader to understand Tubman’s group’s perspective.

D. It helps the reader understand the patterrollers’ perspectives.

6. In the poem "Harriet Tubman aka Moses,” which character trait does Tubman display when a member of her group cannot keep going?

A. confusion

B. compassion

C. steadfastness

D. impulsiveness

7. Read this stanza from "Harriet Tubman aka Moses.”

You ain't stoppin now

You can't stop now

You gonna move

Which theme of commitment is reflected in these lines?

A. True commitment to a cause requires honesty at all times.

B. True commitment to a cause requires politeness and kindness toward others.

C. True commitment to a cause requires persistence and resoluteness.

D. True commitment to a cause requires an openness to others’ ideas.

8. Which line from “Harriet Tubman” highlights Tubman’s courage in the face of danger?

A. “Harriet Tubman didn’t take no stuff”

B. “She was mighty sad to leave ‘em”

C. “With the slave catchers right behind her”

D. “Didn’t come in this world to be no slave”

9. Read these lines from “Harriet Tubman aka Moses.”

You ain't stoppin now

You can't stop now

You gonna move

Tubman’s words suggest that she is

A. fearful.

B. misunderstood.

C. persistent.

D. proud.

10. Which line from “Harriet Tubman” best highlights Tubman’s determination?

A. “‘Farewell!’ she sang to her friends one night”

B. “But she ran away that dark, hot night”

C. “Where those mean men couldn’t find her”

D. “And she kept on going till she got to the North”

Explanation:

The answers are in bold.

All the answers are correct because I got a 100% on my quiz.

Please give me please and thank you.

It helps create an authentic picture of Tubman for the reader.

1. Which line from “Harriet Tubman” highlights how much Tubman cared for others?

A. “Harriet Tubman didn’t take no stuff”

B. “‘Farewell!’ she sang to her friends one night”

C. “And she kept on going till she got to the North”

D. “To save Black sisters and brothers”

2. Greenfield most likely uses nonstandard English in “Harriet Tubman” to

A. emphasize Tubman’s strength and determination.

B. preserve Tubman’s speaking patterns through time.

C. highlight the importance of Tubman’s work.

D. demonstrate how many people Tubman saved.

3. Read this line from “Harriet Tubman.”

Didn’t come in this world to be no slave

Which statement best describes the impact of Greenfield’s use of nonstandard English in this line?

A. It highlights the author’s own opinion for the reader.

B. It helps create an authentic picture of Tubman for the reader.

C. It demonstrates the way the author communicates.

D. It shows that Tubman was not any different from others of her time.

4. Which statement best describes the impact of the repetition of “Harriet Tubman didn’t take no stuff” in “Harriet Tubman”?

A. It emphasizes that Tubman refused to take material possessions with her on her journeys.

B. It emphasizes that Tubman would not let anything stand in the way of bringing people to freedom.

C. It demonstrates Tubman’s tendency to let other people influence her decision-making process.

D. It demonstrates Tubman’s dedication to understanding others’ views in order to reach her goals.

5. Which statement best describes the impact of nonstandard English in "Harriet Tubman aka Moses”?

A. It encourages the reader to understand the author’s perspective.

B. It helps the reader understand Tubman’s perspective.

C. It encourages the reader to understand Tubman’s group’s perspective.

D. It helps the reader understand the patterrollers’ perspectives.

6. In the poem "Harriet Tubman aka Moses,” which character trait does Tubman display when a member of her group cannot keep going?

A. confusion

B. compassion

C. steadfastness

D. impulsiveness

7. Read this stanza from "Harriet Tubman aka Moses.”

You ain't stoppin now

You can't stop now

You gonna move

Which theme of commitment is reflected in these lines?

A. True commitment to a cause requires honesty at all times.

B. True commitment to a cause requires politeness and kindness toward others.

C. True commitment to a cause requires persistence and resoluteness.

D. True commitment to a cause requires an openness to others’ ideas.

8. Which line from “Harriet Tubman” highlights Tubman’s courage in the face of danger?

A. “Harriet Tubman didn’t take no stuff”

B. “She was mighty sad to leave ‘em”

C. “With the slave catchers right behind her”

D. “Didn’t come in this world to be no slave”

9. Read these lines from “Harriet Tubman aka Moses.”

You ain't stoppin now

You can't stop now

You gonna move

Tubman’s words suggest that she is

A. fearful.

B. misunderstood.

C. persistent.

D. proud.

10. Which line from “Harriet Tubman” best highlights Tubman’s determination?

A. “‘Farewell!’ she sang to her friends one night”

B. “But she ran away that dark, hot night”

C. “Where those mean men couldn’t find her”

D. “And she kept on going till she got to the North”

Explanation:

The answers are in bold.

All the answers are correct because I got a 100% on my quiz.

Please give me please and thank you.

It helps create an authentic picture of Tubman for the reader.

The correct answer to this open question is the following.

Unfortunately, you did not include the two maps. Without them, we do not know your specific reference.

However, trying to help you and after doing some deep research, we can say the maps portray the Spanish, British, and Dutch trade maritime routes from 1750 to 1850. The other map shows the many trade routes in 2010 that practically crossed all over the world.

That is why we can answer that one significant reason for changes in the patterns of global economic interactions from circa 1750 to circa 2000, as illustrated by the two maps are the technology and modernization of means of transportation that today include land, air, and sea.

Trade has been the activity that has developed most rapidly all over the world in those years. Today, there are international organizations and free trade agreements that connect the world through trade.

More people on the planet started to require more products from all places and developed nations exploited natural resources and raw materials and produced more and better goods in their industrialized cities that were exported.

see explanation and i got an a btw.

Explanation:

b. The development of diseases in the sixteenth century would support the arguments of the “new generation of historians in the second paragraph because the “new generation of historians” would look at this in relation to european imperialism and see the impact of the european diseases like smallpox that would plague places like modern day united states because of the european immunity, but lack of native immunity.  

c. The “biological competition” contributed to the European imperialism in the Americas by creating a survival of the fittest environment where the europeans brought in diseases like smallpox that had plagued europe generations ago, but infected the native populations and weaken them in both their numbers and their strength, which enabled the Europeans to take control of the new world and develop a dominance while the natives were fighting a disease. This was “biological competition” because the Europeans' immunity was assisting them in fighting the natives' lack thereof.  

A) Ethnic divisions hindered the development of land-based empires in the period 1450-1750. For example, the Manchu people in the Qing Dynasty in China sought to preserve their ethnic values while ruling China, which proved to be an obstacle for them to rule the vast majority of Han Chinese.

B) Ethnic divisions also hindered the development of maritime empires in the period 1450-1750. For example, the ethnic division between the French colonists and the Haitian people led to multiple Haitian rebellions and ultimately the Haitian Revolution against France.

C) Many land-based empires and maritime empires institutionalized hierarchical distinctions amongst different ethnic groups, often with the use of slavery. The European colonists, for instance, made African Americans the lowest class in American society by enslaving them. Similarly, Christians under Ottoman rule are recruited as janissaries. In both examples, the ruling class adopted policies that limit the social mobility of the ethnic groups that are alien to themselves.