Read the article "Overcoming Difficulties: How Helen Keller Learned to Communicate" and answer the question.

Every day, millions of people worldwide use their mouths to speak, their ears to hear, and their eyes to see. However, not all people have those abilities. Some are born without the ability to speak, see, or hear. Others lose one or all of these abilities due to illness or accident. Not being able to communicate can be a major obstacle, but people who overcome these challenges are often determined, resourceful, and dedicated to helping others. Instead, people who have to overcome these challenges are often determined, resourceful, and dedicated to helping others.

A Great Teacher

One person who did not allow her disability to limit her was Helen Keller. Keller, who became blind and deaf at the age of one and a half due to illness, learned at a very young age that her life was going to be different. As a child in the late 1800s, she did not have access to the technology we have today that assists people with disabilities in their daily lives. Instead, she had a very dedicated and creative teacher who stuck with Keller throughout her life. This teacher's name was Anne Sullivan. As a result of Sullivan's dedication and Keller's own determination, she learned when many thought she could not.

Learning How to Communicate

Sullivan helped her learn to communicate by using the resources and abilities Keller did have. Keller could touch, taste, and smell. Sullivan taught her to associate hand movements with words. She would spell words on Keller's hand while having her touch the related object. By associating a physical object with the hand movements, Helen learned the meaning of countless words. Learning to speak was tackled in a similar way. By feeling lips as they moved, Keller learned how to use her lips to form words. Using such innovative techniques and the resources available to her opened whole new worlds for Keller's learning. Sullivan encouraged and mentored Keller, never letting her give up and always believing the best for her.

An Inspiration to Others

Another way Keller learned to communicate was through writing. As an adult, she attended Radcliffe College, which allowed her to advance her education, even though many people doubted her ability to be successful. While she was there, she wrote her autobiography, which told the world about her struggles and accomplishments. She was able to share her story through Braille, a form of writing using raised dots felt with the fingers. Throughout her entire college career, Anne Sullivan was beside her, encouraging Keller and interpreting the words she could not see and the sounds she could not hear. Helen Keller's perseverance and Anne Sullivan's dedication became an inspiration for many children and adults around the world.

Helen Keller went on to be a successful author and teacher. She became a mentor to other children and adults living with disabilities. To this day, Keller is remembered for her determination, resourcefulness, and dedication that helped her to overcome obstacles and inspire others.

Which details best support the claim that Keller learned to communicate successfully?

A She eventually became a traveling motivational speaker.
B She went to college and wrote her own autobiography.
C She helped to develop modern American Sign Language.
D She was a favorite playmate among the neighbor children.

Answer: B

Explanation: ( I took the same test and it was B)

T OR F?
Possessive phrases are diagrammed in the exact same way as single-word possessives.

This is kinda urgent lol, blueberry signing out

What are you Thankful for this Thanksgiving? I'm thankful for my family.

Why is Grace so upset in The Westing Game, Chapter 22.

Write a letter to a friend or relative. Tell him or her about recent event in school or another activity in which you participated. Use at least 10 action verbs. Underline the verbs in your letter

Pocahontas was a daughter of a Native American chief who lived in Virginia. The story has been told that John Smith had made friends with the chief's twelve-year-old daughter Pocahontas. Later John Smith was captured by Native Americans. Just as he was to be killed by a stone war club in the hand of the chief, Pocahontas ran to him, placed her head on his, and begged her father not to kill him.


Later when a war broke out between Native Americans and the white settlers, Pocahontas was captured. She was put on an English ship. During that time she fell in love with John Rolfe, who was also on the ship. John was an early English settler of Jamestown, Virginia. They were married two years later. She became a Christian and was baptized with the English name, Rebecca. In 1616 she went to London with her husband. She was received as a Native American princess.

Take notes on the paragraph above. Type your notes in the box below to answer the questions about Pocahontas. Be brief.

Which of the sentences below is written correctly?

I make my own lunches.


I make our own lunches.


I make their own lunches.


I make mine own lunches.

Read these sentences.

The opposition party helped organize the spread of misinformation and deceptive ideas to persuade the public to support their cause. Their half-truths, however, offered no new solutions to the economic issues.

Which word best describes the actions of the opposition party?


O. publicity
O. advertising
O. propaganda
O. endorsement

​

In which sentence are all of the words spelled correctly?

A) We will clime over the ridge to enjoy the view.

B) We will climb over the ridge to enjoy the view.

C) We will climb over the rige to enjoy the view.

D) We will climb over the ridge to ennjoy the view.

HELP PLS BRAINLIST +10 POINTS
Read the excerpt from Esperanza Rising.

Esperanza looked up to see Miguel, holding a broom and a dustpan. But he wasn't laughing. She looked down and bit her lip so she wouldn't cry in front of him.He shut the door, then stood in front of her and said, "How would you know how to sweep a floor? The only thing that you ever learned was how to give orders. That is not your fault. Anza, look at me."

Which detail explains how Esperanza must change?

Esperanza sees her brother looking seriously at her.
Esperanza bites her lip and looks down so she won’t cry.
Miguel says she only knows how to give orders to servants.
Miguel tells her that these problems are not her fault.

Have she ever been to riyadh
Has/have

What was Brian Internal Conflict in Chapter 1. (Hatchet)

Ezpz escape answer key station 1 cells

online radio stations often stream music live or play:
A. playlists imposed by big companies.
B. rare, never-heard before recordings.
C. music suggested by users.
D. set lists required by fans of bands.

Which of the following is correct?

A) I haven't finished my homework.

B) I havent finished my homework.

C) Lets go to the park!

D) Let's go to the park!

E) Both A and D

Which expressions are equal to
11
×
10
3
? Select all that apply.

A.
11
×
100
B.
11
,
000
C.
11
×
10
×
10
×
10
D.
33
,
000
E.
11
×
11
×
11

PLEASE GIVE A REAL ANSWER AND NOT A LINK
In 1-2 sentences, explain how to use an apostrophe to show possession for singular and plural nouns and to form contractions.

What are the answers to 6,9, and 10 “the witch of blackbird pond”

Can Someone Please Help Me.

PLEASE HELP PLAESE HELP

Which group of words are all negative words?

A) no, not, some

B) never, any, nowhere

C) not, never, nowhere

D) but, not, none

What is Turtle afraid Angela is going to say to the lawyer in The Westing Game, Chapter 22?

Read the following statement and quote, and choose the elaboration that best supports it.
Students should not have to wear uniforms because they need to be able to express themselves. According to the text, "Clothing choices are a crucial form of self-expression. Allowing students to choose their clothing is an empowering message from the schools that a student is a maturing person who is entitled to the most basic self-determination."

a. This shows that clothing choices are a crucial form of self-expression. This proves that students should have to wear uniforms because they need to be able to express themselves to mature and be entitled. Students need to be able to be themselves and pick out their own clothes and wear what they want to wear.

b. This shows that when students can choose their own clothes, they are empowered to be themselves. This proves that students should not have to wear uniforms because by expressing themselves, students can feel comfortable and strive for success without having to worry about what they are wearing.

c. This shows that students need to express themselves and choose their own clothes. This proves students should not wear uniforms.

d. This is important because students need to express themselves to fulfill their most basic needs and they won't feel motivated or attempt to be successful without it.

You have read several myths from early North American cultures. What feature do these myths have in common?
They are about powerful sky gods.
They encourage lying.
They feature animal characters.
They are based on science.

These are the storys
In the days when there were only animals on Earth, there was darkness everywhere―except in the tepee of an old chief. He owned all the light, fire, and water, which left everyone else in the world pretty miserable. The other animals pleaded with the old chief for light, but he would give them none. Therefore, they tried to get it by trickery.

All the animals put on their masks and their dancing aprons and went to the old chief's lodge for a dance. He did not invite them. They went. They were going to get light one way or another.

Each animal sang its own song. Fox kept singing, Khain, khain, khain, so the other animals decided to call him Khain, which means, "He cries for daylight."

The old chief steadily refused to share his light, yet the animals continued singing, each its own song in its own language. All of the songs meant Light, light, light, light!

The animals sang so loudly and so steadily that light began to steal up into the sky, like a faint dawn. The old chief saw it. At once he shouted, Let there not be . . . ! Let there not be . . !

Had the chief finished his sentence and said light, light would have come. Instead, the light disappeared at once below the edge of the sky.

The animals, though, kept on dancing and singing―they hoped to tire out the old chief. And again, light began to steal into the sky. This time the old chief saw what was happening. He became so upset and distracted that the noise of the singing confused him, and he shouted, Let there be―light!

Immediately the light came up into the sky, where it has been ever since―except at night, of course, when it belongs only to the chief.


An emu egg was hurled up to the sky and struck a great pile of wood which had been gathered by a cloud man named Ngoudenout. The egg hit the wood with such force that the pile instantly burst into flame, and it flooded the Earth with the soft, warm light of dawn.

The flowers were so surprised that they lifted their sleepy heads to the sky and opened their petals so wide that the glistening dewdrops which night had given them fell to the ground and were lost.

The little birds twittered excitedly on the trees, and the fairies, who kept the snow on the mountain tops, forgot their task and allowed the snow to thaw and run into the rivers and creeks. And what was the cause of this excitement?

Away to the east, far over the mountains, the purple shadows of night were turning grey; the soft, pink-tinted clouds floated slowly across the sky like red-breasted birds winging their way to a far land. Along the dim sky-line a path of golden fire marked the parting of the grey shadows, and down in the valley, the white mist was hiding the pale face of night.

Like a sleeper stirring softly at the warm touch of a kiss, all living things of the bush stirred at the caress of dawn. The Sun rose with golden splendor in a clear blue sky, and, with its coming, the first day dawned. At first the wood pile burned slowly, but the heat increased, until at noonday it was thoroughly ablaze. But gradually it burnt lower and lower, until at twilight only a heap of glowing embers remained. These embers slowly turned cold and grey. The purple shadows and white mists came from their hiding-places, and once again the mantle of night was over the land.

When Ngoudenout saw what a splendid thing the Sun was, he determined to give it to us forever. At night, when the fire of the Sun has burnt out, he goes to a dark forest in the sky and collects a great pile of wood. At dawn he lights it, and it burns feebly until noonday is reached, then it slowly burns away until twilight and night falls. Ngoudenout, the eternal wood gatherer, then makes his lonely way to the forest for the wood that will light the fire of the Sun for the next day.


NO LINKS PLS

Summarize Scrooge’s first two experiences with the Ghost of Christmas Past, and explain how they affect his perspective.
Cite evidence from the text to support your response.

Tourists who had paid money for a safari were packed into the bus like sardines in a can.

Which statement is true


A majestic whale leapt skyward before diving back into the sea.
People like whales and often go on boat trips to watch them.
The whale was a missile blasting from beneath the surface.
We gasped as the whale splashed inches away from our boat.

pls explain why!

Plz help
LITERARY ANALYSIS: Where are you from? seems like a question with an obvious answer, but the answer is clearly more complicated according to the essay's author, Naomi Sepiso. How does Sepiso respond to this question? What supporting evidence does she include to develop her controlling idea? Write a RACECECE response in which you are using 3 pieces of evidence from the essay to support your analysis.


story: ‘So where are you from?’ They always asked that question; a subtle reminder that she was not one of them.


‘What do you mean?’ she asked. They only asked that question when they were afraid of placing her into a box. As though they were giving her the option of which box she wanted to climb into.


‘Well… you’re obviously not from here… I mean… you live here, but where are you from… like, originally?’


There it was. Originally. The word suggesting that she cannot validate her sense of belonging to this place. The implication being that her ‘exotic’ genetic makeup excludes her from her right to belong to this land.


She gave the long pre-rehearsed answer they often dug for. They love a good story. She told them where her mother came from, where her father came from. She told them how her parents met in a land far from their own where she was born. She told them of how they moved around from town to town and across the ocean to a place that sometimes felt like ‘home’. They smiled. Happy endings always leave a crowd feeling good.


What she doesn’t tell them is how she feels her pre-rehearsed response drag up her throat, as though she didn’t pick the right words from those that whirl at the bottom of her stomach in response. She doesn’t tell them that being born out of her mother’s country makes her a foreigner to a land she could have called home. Or that her official documents are marked with the Coat of Arms of a land she never felt safe in. That she cannot have conversations with the grandparents she has not seen in years because her tongue will always stumble over the nuances of languages that never fit quite right.


Sometimes she felt tired of being watered down to belonging to a foreign location on a map. To being a friend that made someone else a little more ‘cultured’ by simple association. As though everything else she had to offer became lacking in value every time someone asked her the question.


She was not someone from a place. She made a home of kind words and warm feelings. Her soul became a safe nest deep inside the confines of her body.


‘What is the value of a land I come from. We are all of this land. We came the same way and we leave the same way.’ By the time the words fought their way out of her mouth everyone else had moved on.


One day they would come to understand, she thought. She was not the land of her mother and father. She was her own country, with her own history of civil wars, revolutions, healing and growth. One day they would learn to keep their boxes away from her. One day they would see that she will never, ever, fit.

Read the article "Overcoming Difficulties: How Helen Keller Learned to Communicate" and answer the question.

Every day, millions of people worldwide use their mouths to speak, their ears to hear, and their eyes to see. However, not all people have those abilities. Some are born without the ability to speak, see, or hear. Others lose one or all of these abilities due to illness or accident. Not being able to communicate can be a major obstacle, but people who overcome these challenges are often determined, resourceful, and dedicated to helping others. Instead, people who have to overcome these challenges are often determined, resourceful, and dedicated to helping others.

A Great Teacher

One person who did not allow her disability to limit her was Helen Keller. Keller, who became blind and deaf at the age of one and a half due to illness, learned at a very young age that her life was going to be different. As a child in the late 1800s, she did not have access to the technology we have today that assists people with disabilities in their daily lives. Instead, she had a very dedicated and creative teacher who stuck with Keller throughout her life. This teacher's name was Anne Sullivan. As a result of Sullivan's dedication and Keller's own determination, she learned when many thought she could not.

Learning How to Communicate

Sullivan helped her learn to communicate by using the resources and abilities Keller did have. Keller could touch, taste, and smell. Sullivan taught her to associate hand movements with words. She would spell words on Keller's hand while having her touch the related object. By associating a physical object with the hand movements, Helen learned the meaning of countless words. Learning to speak was tackled in a similar way. By feeling lips as they moved, Keller learned how to use her lips to form words. Using such innovative techniques and the resources available to her opened whole new worlds for Keller's learning. Sullivan encouraged and mentored Keller, never letting her give up and always believing the best for her.

An Inspiration to Others

Another way Keller learned to communicate was through writing. As an adult, she attended Radcliffe College, which allowed her to advance her education, even though many people doubted her ability to be successful. While she was there, she wrote her autobiography, which told the world about her struggles and accomplishments. She was able to share her story through Braille, a form of writing using raised dots felt with the fingers. Throughout her entire college career, Anne Sullivan was beside her, encouraging Keller and interpreting the words she could not see and the sounds she could not hear. Helen Keller's perseverance and Anne Sullivan's dedication became an inspiration for many children and adults around the world.

Helen Keller went on to be a successful author and teacher. She became a mentor to other children and adults living with disabilities. To this day, Keller is remembered for her determination, resourcefulness, and dedication that helped her to overcome obstacles and inspire others.

Which details best support the claim that Keller learned to communicate successfully?

A She eventually became a traveling motivational speaker.
B She went to college and wrote her own autobiography.
C She helped to develop modern American Sign Language.
D She was a favorite playmate among the neighbor children.

Answer the questions below

Thank you! plz help me!

Read the following article.

The Automobile and Its Impact

For most Americans, not a day goes by that they are not affected by cars. The automobile has had more of an impact on American life than any other mode of transportation. The automobile has changed where people live, how people work, and how people view one another.

In the early 20th century, people who worked in cities had to live in those cities. People lived in crowded apartments with very little room for their families. When the automobile became available to the masses, people were able to move outside of cities to live. The automobile is what led to the growth and development of the suburbs. People began building homes on the outskirts of cities. Soon these places became communities with roads, police stations, and restaurants. This helped create jobs in those areas. People could choose whether they wanted to drive their car to work in the city or closer to home. Either way, this choice and way of life would not be possible without the automobile.

Cities were not the only areas affected by cars. The invention of the automobile helped increase farm production and distribution. Before the invention of the car, farmers used horses to travel. They were limited to only traveling 15–20 miles. Now, with cars and later trucks, farmers could deliver their products many miles away. This meant that more people could buy their products, and the farmer could earn more money. This also meant that people could enjoy produce that was not locally grown. Cars did not only have positive impacts on American society. The invention of the car created a new class system for Americans. In the early 20th century, only the wealthy were able to own cars. Over time, cars became status symbols. Some cars were created simply as a symbol of wealth and class. That is still the case today. Cars have also created more pollution. The gasoline that cars need to run has negatively affected the air. The more cars there are, the more polluted the air becomes.

The invention of the car has changed how people live in both positive and negative ways. This cannot be said for any other mode of transportation. Although ships and planes have made travel more convenient, they have not impacted a person's everyday life in the same way as cars.

Select the line from the article that supports the author's claim that cars helped invent the suburb.

In the early 20th century, people who worked in cities had to live in those cities.
When the automobile became available to the masses, people were able to move outside of cities to live.
Over time, cars became status symbols. Some cars were created simply as a symbol of wealth and class.
Cars have also created more pollution. The gasoline that cars need to run has negatively affected the air.
.

What are the answers