B is the answer because progressive means present tense.
The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a
grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are
reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of
connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies,
ambiguities, and poor reasoning in texts. (CCSS, Introduction, 8)
Note on range and content of student reading
To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures,
and centuries. Such works offer profound insights into the human condition and serve as models for students‟ own thinking and writing. Along with
high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the
timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain
a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the
challenges posed by complex texts. (CCSS, College and Career Readiness Anchor Standards for Reading, 35)
An integrated model of literacy
Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of
communication are closely connected, as reflected throughout the Common Core State Standards document. For example, Writing standard 9 requires
that students be able to write about what they read. Likewise, Speaking and Listening standard 4 sets the expectation that students will share findings
from their research. (CCSS, Introduction, 4)
Research and media skills blended into the Standards as a whole
To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume
and extensive range of print and non-print texts in media forms old and new. The need to conduct research and to produce and consume media is
embedded into every aspect of today‟s curriculum. In like fashion, research and media skills and understanding are embedded throughout the
Standards rather than treated in a separate section. (CCSS, Introduction, 4)
<span>The theme of "The Road Not Taken" deals with choice. The speaker is standing in a wood trying to figure out which road to take. He eventually takes the one "less travelled by," and speaks highly of his decision: "that has made all the difference."
As the poem progresses we find that there is no right or wrong choice in the speaker's mind. the paths are "as just as fair" as one another. Also, both "equally" are leaf covered. So it is not that he chose the right road, but that he "took" the road. Either road would've done just fine.</span>
Answer:
1: <em>Historic statues should not be taken down, I believe that because it teaches children what people have done for our country.</em>
<em>2: They do represent the country's history, they do that because people like, Abraham, George Washington, Thomas Edison, etc, have created so much for our world, and have started amazing things.</em>
<em>3: I would enjoy seeing famous painting everywhere, instead of in just a museum, but I kind of understand why.</em>
<em>4: They (certain ones) should not be taken down.</em>
<em>5: The first reason I believe this is because, these people represent our country and what has happened. Wars, inventions, new adventure, and more.</em>
<em>6: My second belief for this is: People like, Christopher Columbus, have helped for this country to grow and become a big economy.</em>
<em>7: My 3rd belief for this is: To show the people who have helped in the Civil War, or World Wars'.</em>
<em>8: The best counter argument would be, "Some people on Historic statues could or have been terrible people, that have own slaves, or have done terrible things to children. They should be all taken down."</em>
<em>9: My counterpoint is, "They ALL don't have to be taken down, figure out who have done terrible things, and decide whether to take it down or not."</em>
