Why are the characters committed to nonviolence during their protest?
Requires at least 2 pieces of evidence from the text.
Standing Up By Sitting In

Article:

SCENE 1: JUNE 1960

(Three black high school students, dressed in their best clothes, stand outside a store in a South Carolina town. They are gathering courage to begin a sit-in at the store lunch counter, which serves only white people.)


Narrator: Beginning in 1960, black students started sit-ins to protest against unfair segregation laws. At sit-ins, students sat at lunch counters for hours, even though the waitresses would not serve blacks. Bystanders often harassed, or bothered, the protesters by hitting them and yelling insults. Many students were arrested for breaking segregation laws.


Joseph: [to his friends] We are just going to sit at the counter and politely order something to eat. When they refuse to serve us, we will sit there until the store closes.


David: I hope our sit-in will be peaceful, not like that one in Tennessee last week.


Linda: I heard that bystanders there kicked the protesters and squirted ketchup on their heads.


Joseph: No matter what happens, we’ll stay cool, just like we practiced in our nonviolence training.


Narrator: The students promised each other they would remain nonviolent and not fight or use ugly words, even if they were attacked or jailed. They believed their protests would have more power if they reacted to anger and hatred with peace and love.


Linda: My parents are terrified I might get hurt or arrested, but I told them it would be an honor to go to jail for this cause.


David: [nods] It’s up to us kids to push the movement forward. Our parents’ generation has made some progress with boycotts, but things are moving too slowly.


[Frank rushes up to the group. He has been part of the students’ nonviolence training]


Frank: Hey there! I heard you’re going to have a sit-in. I want to join you!


SCENE 2

(The students enter the store. There are racks of clothing for sale. Along the back wall is a lunch counter with stools. A waitress serves a plate to a white customer who is sitting at the counter. The students walk to the back and sit quietly at the counter.)


Narrator: The waitress has been afraid a sit-in might happen at her lunch counter. She does not want to serve the students. Even if she thinks segregation is unfair, her boss could fire her for serving blacks in his store. And the possibility of violence, against herself or the students, scares her.


David: I’d like to order lunch, please.


Waitress: This counter is for whites only. You know that. You’d better leave before there’s trouble.


Customer: [angrily] If you know what’s good for you, you’ll get out of here right now.


Linda: [to waitress] Your store is happy to take my money when I buy a dress. Why won’t you take my money at the lunch counter?


Waitress: It’s just the way things are around here.


Frank: Well, we say it’s time for a change!


Joseph: The color of our skin shouldn’t determine where we can sit.


Customer: [to Frank] Now why are you hanging out with them?


Frank: These guys are my friends. I can’t just stand by and watch while you treat them like second-class citizens.


Joseph: This sit-in is our way of standing up for what’s right.


Customer: [with increasing anger] I’m warning you — I’m going to call the police. They’ll put you all in jail where you belong!


David: If they arrest us, more of our friends will come.


Linda: You can fill your jails, but you’re not going to stop us!


Narrator: Student sit-ins spread through the South and succeeded in integrating lunch counters in many cities. The students’ energy and determination inspired adults to protest other forms of segregation. Without the involvement of these children, the civil rights movement might not have succeeded at all.

Answer:"The post-conventional level is a moral development in individuals. People in this stage of development are involved with the rights and controlled by their ethical beliefs.

Segregation was common in the South because of Jim Crow laws, which kept public buildings like libraries, restaurant, lunch counters, parks, theatres, and swimming pools segregated. The sit-in protests drew public attention to these inequities. "

A character feels her options are limited because she is a woman.A character is concerned about marriage.A parent is concerned about her daughter's marriage.A woman's appearance is important to a man when he is considering taking her to dinner.There is dialogue between a male and a female in the excerpt.
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The House of Mirth
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Which sentence uses the word shush correctly?
O The worker had to shush the dirty clothes.
O The cat had to shush to fit under the fence.
O The woman had to shush her children when the show began.
O The man had to shush the celery to make a soup.

help plssssssssssssssss

How is Mercutie related to the play?

Read the selection below from Gulliver's Travels by Jonathan Swift and answer the question that follows.
I had as I before observed, one private pocket which escaped their search, wherein there was a pair of spectacles
(which I sometimes use for the weakness of my eyes) a pocket perspective, and some other little conveniences,
which being of no consequence to the emperor, I did not think myself bound in honor to discover and I
apprehended they might be lost or spoiled if I ventured them out of my possession
What evidence from the passage above suggests that Gulliver may have hidden motives for writing the travel
narrative?
O Gulliver cannot see without his spectacles
O A person who has private pockets cannot be trusted.
• Pocket perspectives are never required when interacting with another culture group
O Gulliver is keeping information from the Lilliputians.

that’s the final straw is this sentence in literal or figurative language

Develop a readable story with the help of the clues givem below Suggest a title and moral too.
Two friends____in a village _____want to see the big city ten miled away_____set off to see it
_____a hot day_____feel tired____"We most me nearly there can you see the city?One say to another____the other climbs on the first one back___ he sees what is behind him his own village____ the first one ask "Can you see the city now?"Yes the another say "Look same like our village____both return___ think not worth while going farther.



First one to say answer will get brainliest mark​

Identify three details from "Conducting Solutions" in the list that should be included in a summary of the article.

Laundry soap often contains molecules of ammonia.


Electricity flows poorly through substances with few or no ions.


Some substances with few ions become good conductors of electricity when they are combined with other substances.


Ions moving through a solution create an electrical charge.


In addition, atoms contain even smaller parts called subatomic particles.

Sodium chloride, more commonly known as table salt, has ions.

here it is!
thanks again

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O scared
O
interested
O confused

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Based on the passage, an object with a lot of thermal energy

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For PLATO: Select the correct answer.
What is the purpose of this student essay?
The Monster from Frankenstein
Mary Shelley’s Frankenstein is a story about Victor Frankenstein, a brilliant scientist who creates a monster from body parts and a mysterious spark. Frankenstein is horrified by his creation and abandons the monster. The monster also finds it difficult to deal with how he looks and how people react to him. In addition, the monster feels abandoned by his creator. Over the course of the story, the monster shows numerous good and bad qualities, which proves that he is a complicated being.
The monster has several good qualities. Since he possesses the mind of a child, he displays a natural kindheartedness. The monster has a human side, but nobody notices it. When he feels lonely, he asks Victor Frankenstein to create a companion. This request shows that the monster has normal human feelings and desires. Moreover, at one point in the story, he tries to save a young girl’s life, which shows that he sees value in human life.
The monster also has several negative qualities. For one thing, he flies into a murderous rage whenever he is frustrated. He also commits murder to punish Frankenstein. The monster gives into his desire for revenge after Frankenstein destroys his companion. The monster is unable to control his urges to punish Frankenstein for this action.
Thus, Frankenstein is a complicated creature. The monster’s actions show readers that he has the capacity to follow the rules of society. Yet he is also capable of pushing the rules aside and giving into his dark side. In this sense, the monster is not that different from Frankenstein himself.
A. The essay’s purpose is to describe to the audience the different sides of Victor Frankenstein and his monster.
B. The essay’s purpose is to inform the audience of the good and bad characteristics of the monster.
C. The essay’s purpose is to persuade the audience that Frankenstein is the real monster for abandoning his creation.
D. The essay’s purpose is to entertain the audience with the gripping tale of the mad scientist Victor Frankenstein.

Make a title about this short paragraph and write a statement that is your own opinion about this paragraph

german shepherd golden retriever presian siamese siberian husky​

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a. whiteness
b. white space
c. zero space
d. none of the above

2. Which are end-stopped lines?

a. the last line in a stanza
b. lines that end at the end of a phrase or sentence
c. lines that always end in a period
d. the last line in a poem

3. What can white space be used to do?

a. Create a shape for the poem.
b. Make readers pause in certain places.
c. Contribute to meaning through shape.
d. all of the above

4. What is one effect of a caesura?

a. They make reading smoother.
b. They create a long pause in the middle of the line.
c. They are difficult to read.
d. They make readers pause a bit and then rush forward.

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Can someone help me with this? It would be greatly appreciated.