Answer:
The complicating incident is that the people in Samara’s community don’t have a place like a park to enjoy their outside activities. Samara feels sad that her community doesn’t have a park.
As evidence you could use this as the example from the text “As Samara waved goodbye, she started thinking about what she had seen on her walk that day. She realized that Pine Grove did not have any public spaces where everyone could go to relax and enjoy nature.”
Feel free to use different examples and word the answer differently! hope this helps.
We can actually deduce here that the rhyme scheme actually adds rhythm to the meaning and creates an optimistic mood in the tone of the poem.
An evidence is seen in stanza 2 of the poem:
In the fell clutch of circumstance
I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.
<h3>What is Invictus?</h3>
Invictus is a poem that was written by William Ernest Henley. The poem actually refers to the themes of suffering and rejuvenation,. It also showcases the theme of fatalism and free will.
The poem has a rhyme scheme of ABAB CDCD EFEF GHGH. It is known to possess a set of metrical pattern. The poem consists of each line that has eight syllables and the stress usually falls on the stress of each foot.
Invictus is known to be a Victorian poem.
Learn more about Invictus on brainly.com/question/13518618
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Answer:
Take the part of the stem.
Explanation:
You can grow a plant based off of the stem, you can also do it from seeds. based off of the question its saying you take seeds or cut off part of the stem from the plant that you admire. therefore you can grow your own plant of the same kind.
<h2>Answer:</h2><h2>As the Civil War came to a close, southern states began to pass a series of discriminatory state laws collectively known as black codes. While the laws varied in both content and severity from state to state—some laws actually granted freed people the right to marry or testify in court— these codes were designed to maintain the social and economic structure of racial slavery in the absence of the “peculiar institution.” The laws codified white supremacy by restricting the civic participation of freed people; the codes deprived them of the right to vote, the right to serve on juries, the right to own or carry weapons, and, in some cases, even the right to rent or lease land.</h2><h2>Slavery had been a pillar of economic stability in the region before the war; now, black codes ensured the same stability by recreating the antebellum economic structure under the façade of a free-labor system. Adhering to new “apprenticeship” laws determined within the black codes, judges bound many young African American orphans to white plantation owners who would then force them to work. Adult freedmen were forced to sign contracts with their employers—who were oftentimes their previous owners. These contracts prevented African Americans from working for more than one employer, and therefore, from positively influencing the very low wages or poor working conditions they received.</h2><h2>Any former slaves that attempted to violate or evade these contracts were fined, beaten, or arrested for vagrancy. Upon arrest, many “free” African Americans were made to work for no wages, essentially being reduced to the very definition of a slave. Although slavery had been outlawed by the Thirteenth Amendment, it effectively continued in many southern states..!!</h2>
