Read the passage from sugar changed the world.

mohandas k. gandhi (later known as the mahatma or great one) was born in india to a traditional hindu family. when he was given the opportunity to study law in england, he faced the same problem as the indentured sugar workers: he would lose caste if he crossed the black water. his family arranged a special ceremony that allowed him to make the trip without giving up his place in society. thus, in 1894, freshly educated in england, gandhi made a second journey. he began practicing law in natal, a region in what is now south africa. he moved there because many indians were already in natal, laboring as indentured sugar workers.

one day, gandhi later explained, "a man in tattered clothes, headgear in hand, two front teeth broken and his mouth bleeding, stood before me trembling and weeping." the indentured worker, whose name was balasumdaram, had been badly beaten by his employer. gandhi knew that balasumdaram was trapped. for no matter how poorly he had been treated by his boss, if he left the plantation, he could be prosecuted and jailed. gandhi saw indenture for what it was: "almost as bad as slavery. like the slave the indentured labourer was the property of his master."

how does the evidence most support the central idea that gandhi recognized indentured servants’ brutal treatment?

the evidence explains that gandhi would lose caste if he traveled across the black water.
the evidence indicates that gandhi wanted to live where he could interact with sugar workers.
the evidence shows that gandhi felt sorry for a man who approached him weeping.
the evidence details how gandhi saw a man who had been beaten and knew that the man could not leave.

The kite runner reading assignmentdirections: answer the comprehension questions on a separate sheet of paper. then, ucseparate sheet of paper. then, define each vocabularyword firinally, explain each quotation in your own words, including why it is significant or important to thenovel. i. chapters 1-5 (pp. 1-47)reading questions1. the novel begins with a flashback what do you think is its purpose? what do you canwhat do you think is its purpose? what do you learn about the narrator? 2. who is hassan? describe him physically what is a cleft lip? describe him by his relationshipslip? describe him by his relationships. what was hisfirst word? why is that important? how did he come into amir's life? what contrast is made baetweenamir and hassan? sep3. what does it mean to be hazara, shi'a muslim, afghanistan's minority group? who, in the story thus alsohazara? sep4. what does it mean to be pashtun, sunni muslim, afghanistan's majority group? who, in the story thus far, ispashtun? see5. how does amir describe his home? why do you think he elaborates this description so much? what do thedetails of the family pictures in amir's house reveal? sệp6. who is sanaubar? how is she contrasted to amir's mother? sep7. who is ali? what do the neighborhood children call him? what does it mean? why do they call him this? sė8. how does amir feel about his father in these chapters? sep9. who is the king's cousin? what did he do and why? sp10.who is baba? describe him. what are his values? how does he relate to extremely religious leaders? sepri11.what does baba give hassan for his birthday? what does his present suggest about his character? howdoes amir react to this present? why did the present turn out to be ironic? sp12.who is assef? what is his ancestry? what is he famous for? what is his political vision? sp13. who are wali and kamal? 14. what happens between assef/wali/kamal and amir/hassan? what does assef threaten (foreshadow)? 15. hassan has plastic surgery to be able to smile "normally by the following winter. why does amir thinthat is ironic? 16. what does amir want to tell assef about hassan when assef bullies them about being friends? locabulary chapters 1-5

In this excerpt, paine is attempting to convince readers that they must support the war to protect their financial interests. could potentially benefit from the spoils of the war. will blame themselves for not supporting the war. have righteous reasons to justify supporting the war. mark this and return save and exit

Samuel johnson believed that literature should appeal mainly to the scholar, to him the common man, to teach him the common man, to teach and him the king and the parliament