So like chapter 2 is all about Scout and the teacher Mrs. Caroline having troubles. Scout and Caroline get into a fight I’m pretty sure. Because scout can already read, gets caught writing a letter to Dill, and gets lectured by scout about how being helpful by giving money (to the cunningham poor person in class) actually isn’t helpful. (Does this make sense?) anyways they have a huge argument thanks to all of this.
Chapter 3 involves like scout realizing education “isnt for them”. Scout wants to quit school but Atticus agrees to continue reading with her in the evening in secret. Scout continues school. Chapter 3 also had a poor kid I think Walter going to eat lunch/dinner at the Atticus home with scout and (jeb? I think his name is) and scout gets called rude for pointing out Walter’s weird habit of putting molasses on his food. But that’s moderately it.
Answer:
I can’t really see it try to make the picture clear
Explanation:
It would be D for this question as it said to avoid southern foods, and yet in the next part, it contradicts itself by stating southerners are conservative. A negative leading into a positive. That’s not logical.
Answer:
well for me
Explanation:
deportation or detention can take on those children.
Nationally, there are 18 million children who live with immigrant parents. The vast majority of these children, 88 percent, are U.S. citizens; at leat 5 million of them have at least one parent who is undocumented.
The report concludes that limited opportunities available to immigrants and their children can complicate their lives—and argues that addressing their needs simultaneously can improve the educational and economic well-being of both generations.
“We need all children to reach their full potential if we are to reach ours as a nation,” the report authors wrote. “Children in immigrant families, like their predecessors in previous centuries, will end up contributing to the nation’s prosperity if given a chance.”
Children of immigrants often face roadblocks—such as poverty and lack of access to early-childhood education—along their path to reaching that potential. They represent less than a quarter of the nation’s population of children, but account for nearly a third of those from low-income families, the report found.
On average, children of immigrants are also more likely to struggle in school and on standardized tests. The Casey Foundation report found that a smaller percentage of English-language-learner students from immigrant families score at or above proficient on state reading and math tests when compared to students from non-immigrant families.
