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vovangra [49]
2 years ago
5

Read the following excerpt from "A Rose For Emily" and answer as instructed. "Then some of the ladies began to say that it was a

disgrace to the town and a bad example to the young people. The men did not want to interfere, but at last the ladies forced the Baptist minister-Miss Emily's people were Episcopal-to call upon her. He would never divulge what happened during that interview, but he refused to go back again.". What two clues in the selection above demonstrate that Emily was a tough lady to negotiate with?
English
1 answer:
umka2103 [35]2 years ago
6 0

Answer:

Then some of the ladies began to say that it was a disgrace to the town and a bad example

He would never divulge what happened during that interview, but he refused to go back again.

Explanation:

We can infer from Evidence 1 that they are talking about Emily as later on in the text, it mentions Emily. Therefore, this is an indirect statement saying that Emily is a disgrace to the town due to her tough behaviour.

Evidence 2 shows that the Baptist saw something bad as he refuses to go back due to the horror he's seen. Therefore, both statements are inferral based but we can kind of guess from the rest of the text.

Sorry, I'm not sure this makes much sense. It did in my head at least.

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"For instance, from here that looks like a bucket of water," he said, pointing to a bucket of water; "but from an ant's point of
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Answer:

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i hope this helps, please vote me the brainliest :)

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Explanation:

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Answer:

In Chapter 10, Scout is confused as she cannot understand why her father keeps his shooting skills a secret and never shoots anymore.

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How do the details in this timeline support the authors'
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Answer:

The details about the changing laws in France help inform readers that Napoleon wanted to produce sugar cheaply by using enslaved people.

Explanation:

This question is incomplete. According to a different source, this is the complete question:

Read the timeline from Sugar Changed the World.

1789 French Revolution begins with the declaration of the Rights of Man and the Citizen.

1791 Children of free parents in French sugar colonies are granted the full rights of French Citizens, no matter what their color or origin; slavery abolished within borders of France.

1792 French leaders begin to use the guillotine to execute enemies.

1793 Louis XVI executed; Marie Antoinette executed.

1794 Slavery abolished in all French sugar colonies.

1799 Napoleon takes power in France.

1800 Napoleon gains control of the center of North America—the Louisiana Territory from Spain, plans to use it to feed and supply his sugar islands.

1802 Napoleon makes slavery legal again.

How do the details in this timeline support the authors’ purpose?

  • The details about the shift of power in France help persuade readers that France was important to the sugar industry.
  • The details about the changing laws in France help inform readers that Napoleon wanted to produce sugar cheaply by using enslaved people.
  • The details about the French Revolution help inform readers about the process of executing enemies.
  • The details about Marie Antoinette help persuade readers that the French royalty were not well liked.

In this timeline, we are able to examine the ways in which slavery and sugar production developed in France throughout time. First, we see that slavery became incompatible with French values after the declaration of the Rights of Man and the Citizen. This led to some rules regarding slavery changing, until slavery was abolished completely. However, we also learn that Napoleon made slavery legal again when he gained new territories in North America. We can assume that Napoleon's purpose in doing this was to make his colonies more productive, which meant using slave labor to produce sugar cheaply.

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Answer:

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Explanation:

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