Read this excerpt from we beat the street. "but i don’t want to teach—i want to be a doctor or nurse or something medical." "i don’t even know what you have to do to become something like that," sampson said honestly. "i don’t know either," george said. "but i figure you need big piles of money and about a million years to spend in college." "hassan and ahi are going to howard university in d. c.," rameck commented, "but their folks have a little cash." he fell silent. . sampson drove the other two home then, their hopes and dreams left in the starlight. what central idea do the details in this passage support? having little money often makes the friends think that their goals are impossible to achieve. the friends wish they had more time to dedicate to college classes and studies. the world is filled with opportunities as long as the friends are determined to find them. school plays an important role in the friends decide what they want to accomplish.

The answer is:

Having little money often makes the friends think that their goals are impossible to achieve.

In the excerpt from "We Beat the Street," by Sharon Draper, the three adolescents who have grown up in complicated neighborhoods and families, reflect about what career they would like to pursue in the future. However, when they consider attending college to study medicine, they acknowledge a university career must cost a lot of money and time, which they find disappointing.

the answer is A

Explanation:

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the miracle worker themeswilliam gibson

themes and meanings

(comprehensive guide to drama)

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there are two central themes in  the miracle worker: that the human spirit can triumph over even the most daunting of disabilities and that a dedicated teacher can transform the lives of those with whom he or she comes into contact. these inspirational themes have long been personified in the widely known true-life relationship between helen keller and annie sullivan, but  the miracle worker  also dramatizes collateral issues that extend beyond the particular case. underlying helen’s process of learning basic principles of what annie terms “obedience” (decorum, etiquette, and hygiene), there are more universal lessons of self-governance—the inculcation of self-restraint instead of willfulness, the development of self-discipline instead of self-indulgence. only when these lessons have been mastered can helen begin to acquire language—which, annie says, “is to the mind more than light is to the eye.”