Seeing and experiencing injustice can sometimes make us fearful, insecure, and hopeless, yet empower others to take action and stand up against injustice successfully to produce positive change. There are many ways to take take against injustice, including protest, sanctions, legislation, and other policy measures. Petitions, speeches, demonstration marches are non-violent methods of protest. Leaders whose goal is to initiate change faced various obstacles in their quest for reform. For people in American history, the struggle for justice included personal danger and drew upon a deep internal and personal conviction for the good of all. Social and human injustices continue to evolve today. While slavery had been abolished, injustices against African Americans still continue; however, the dreams and ideals of freedom and equality live. New eras of awareness are born in the effort to end discrimination. While women had gained the right to vote, other forms of inequality continue, for example income inequality. The pursuit for justice and freedom lay the groundwork for the life people live today. Students should reflect on their journey throughout the year and how they have grown and changed. Students should personally investigate their individual responsibility to help others within their community and beyond. Students should consider their role for raising awareness and creating change for issues they care passionately about. Encourage students to discuss other texts they have read or movies or television shows they have seen that deal with the struggle for change. Promote students’ discussion in this topic by raising thoughtful questions on current news. Students should discuss justice and equality. Use specific examples from today to make these needs real to students. Be sure to touch on times in the history of the United States when some or its entire people were not free. Talk about children, similar to our students’ and their siblings’ ages that live in poverty without access to food, shelter, clean water, and education. In English, Language Arts, students would learn about how authors and activities use a variety of techniques, tools, and rhetoric to appeal to their audience and cause change. Students will encounter selections that have people, both real and fictional, who are protesting various injustices. Consider what the selections show about the struggle for justice in the past and its relationship to our ideas of justice today.
Death is my son-in-law, Death is my heir; My daughter he hath wedded: I will die, And leave him all; life, living, all is Death's. How is the excerpt an example of dramatic irony? Capulet does not know that his true son-in-law is Romeo. Capulet expresses his grief by personifying death. Capulet is insulting Paris who would have been his son-in-law. Capulet does not know that Juliet is actually alive.
Answer:
In “To a Louse” by Robert Burns, the speaker warns Jenny against tossing her head because The speaker doesn't want her to seek help for her condition.
Explanation:
“To a Louse” by Robert Burns is a poem that focuses in the presence of a louse on the hair of a lady who is not even aware of the existence of it, for several stanzas Burns talks about the louse and makes an ode to the impact that it causes and where it goes, while in this stanza he begs the woman no to move since she could lose it.
Answer:
I think its
A right rectangular prism with length 15 inches, width of 8 inches, and height of 6 inches.
A cross section parallel to the base is a rectangle measuring 15 inches by 8 inches
A cross section perpendicular to the base through the midpoints of the 8-inch sides is a rectangle measuring 6 inches by 15 inches
Explanation:
Tell me if im wrong
The right answer for the question that is being asked and shown above is that: "C. Look at the main parts or paragraphs and infer the answer." The best way to find the correct answer for an analogy question on a reading test is to l<span>ook at the main parts or paragraphs and infer the answer</span>
