I believe D would be the best fit answer
The Little Rock Nine was a group of African American students who on September 4, 1957 went to class at Little Rock Central High School in Little Rock, Arkansas, and were detained by the National Guard.
<u>Explanation:</u>
The Little Rock Nine was a group of African American students who on September 4, 1957 went to class at Little Rock Central High School in Little Rock, Arkansas, and were detained by the National Guard. This episode is considered one of the most important events of the Civil Rights Movement in the United States.
The United States had for years a segregated educational system for African-Americans, and a much better and efficient one for whites. In 1954, the Supreme Court of the United States (Brown v. Board of Education) unanimously declared that segregation in public schools was unconstitutional.
The Little Rock crisis, followed closely by the press, showed how the nine black students who decided to attend classes were initially prevented from entering school by order of the Arkansas governor, Orval Faubus. Later they were followed by crowds under threats of lynching. They were finally able to attend after the intervention of President Eisenhower, who sent the Army Division 101, putting the Arkansas Military Guard under federal military command.
Answer:The answer is B
Explanation:
WE know this because in school they taught us what a opinion is. SOmething that you think about the subject. Your also not wrong to giving your opinion. Hope this helped G!
Part I
The text structure is how the text is organized. Text structures include most of the time compare and contrast, sequence, description, problem and solution, and cause and effect. The text structure is one of the most important parts of a text. Some examples of a text structures are the sequence structure, which sorts out the text according to the order of the steps in a process or the chronological order of the events of the stories. And the problem and solution text structure, which presents a problem and then tries finding a solution and its consequences.
Part II
In the consistent text structure in the story "To Build a fire" the author consistently develops the northern theme in his work. cause-and-effect relationships are important for the author, he is interested in the psychology of the main character, the motives of his actions and the internal sources of forces for resistance. In "Gumption" the descriptive structure makes it easier for the author to emphasize actions and reveal how can each person of foolish decisions contribute to its downfall. they both tell a story of someone that is suffering. in "To Build a fire" he has to survive out in the wilderness, and in "gumption" they have to deal with racism.
Part III
The story "Gumption" has a descriptive structure, because it describes an idea. In the story, the author makes the reader understand Clara's individual interpretation of "Gumption" by depicting it to the reader. But in "To build a fire" the author uses a sequential structure (the ideas are presented as they happen in time) and it shows the reader how each one of the man's unintelligent decisions plays a part in his undoing.
<h2><u>Answer:</u></h2>
Individual stories are an incredible vehicle for sharing encounters. These associations are shaped when audience members relate to a speaker dependent on the standard of comparability.
Sharing individual stories likewise enables the speaker to exhibit his or her weakness, a quality which is attractive in moderators. We will in general interface with the individuals who are eager to convey what needs be and uncover their considerations, emotions, and difficulties.
Individuals who talk adequately additionally have solid conveyance abilities. They shift the rate and volume of the discourse all through, stressing key focuses and delaying between principle thoughts, permitting audience members time to process the data.
Issues with reflection: the essayist doesn't tell his or her considerations and emotions, so there's nobody with whom the peruser can associate and sympathize.
