Which excerpt from the passage "Equal Justice Under Law" most effectively illustrates Thurgood Marshall's natural tendency to resist authority? "If he wasn’t throwing chalk or teasing girls, he was arguing with teachers."

"So, one day, the principal sent him to the basement with a copy of the United States Constitution and stern orders not to come back up till he had memorized a passage."

"'Before I left that school,” Marshall said many years later, 'I knew the whole thing by heart.'"

"Parts of the Constitution, however, confused the young Marshall."

Which detail from "Mohandas Gandhi: Truth in Action" introduces the idea that Gandhi influenced people outside of India?

"In London, he trained to become a lawyer."

"He was appalled to find that in some parts of South Africa, Indians were not allowed to vote or to own more than a certain amount of property."

"He stopped wearing Western clothes, learned to spin cloth, and wore only a cotton shawl and dhoti, a kind of loincloth, which had been spun by Indian hands."

"In the United States, the Reverend Martin Luther King, Jr., once said that Gandhi’s words and actions showed him how to use nonviolence to lead the civil rights movement in the 1960s."

Part A

Based on the details in "Mohandas Gandhi: Truth in Action," what inference can be made?

The Indian people undervalue Gandhi.

People are mostly accepting of those who are different.

People must cooperate to make change happen.

Gandhi is most successful using aggressive forms of resistance.
Question 2
Part B

What evidence from the text best supports the answer to Part A?

"Through his efforts, Untouchables were allowed into temples and invited to participate in Indian assemblies."

"So he reached out to the outcasts of Indian society, the poorest of the poor, called the Untouchables."

"He burned piles of British clothing in front of Indians, and encouraged them to spin their own cloth and grow their own food or buy it from each other, instead of from the British."

"To win their independence, the Indians would have to overcome their differences and work together to defeat their common adversary."

1. read the following excerpt from franklin d. roosevelt's "fireside chat 19":

on the other side of the picture, we must learn also to know that guerilla warfare against the germans in, let us say serbia or norway, us; that a successful russian offensive against the germans us; and that british successes on land or sea in any part of the world strengthen our hands.

remember always that germany and italy, regardless of any formal declaration of war, consider themselves at war with the united states at this moment just as much as they consider themselves at war with britain or russia. and germany puts all the other republics of the americas into the same category of enemies. the people of our sister republics of this hemisphere can be honored by that fact.  

the true goal we seek is far above and beyond the ugly field of battle. when we resort to force, as now we must, we are determined that this force shall be directed toward ultimate good as well as against immediate evil. we americans are not destroyers — we are builders.

analyze the effectiveness of this excerpt. how does it function within the speech as a whole? how does the structure of the excerpt to convey the speech's purpose and key points? support your argument with evidence from the speech. (10 points)

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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.”

to convince americans of the importance of others.