How does the author develop the idea that it's difficult for her to discuss
her surname with white or non-African American people?

Answer:

In some ways enslaved African American families very much resembled other families who lived in other times and places and under vastly different circumstances. Some husbands and wives loved each other; some did not get along. Children sometimes abided by parent’s rules; other times they followed their own minds. Most parents loved their children and wanted to protect them. In some critical ways, though, the slavery that marked everything about their lives made these families very different. Belonging to another human being brought unique constrictions, disruptions, frustrations, and pain.

Slavery not only inhibited family formation but made stable, secure family life difficult if not impossible.Enslaved people could not legally marry in any American colony or state. Colonial and state laws considered them property and commodities, not legal persons who could enter into contracts, and marriage was, and is, very much a legal contract. This means that until 1865 when slavery ended in this country, the vast majority of African Americans could not legally marry. In northern states such as New York, Pennsylvania, or Massachusetts, where slavery had ended by 1830, free African Americans could marry, but in the slave states of the South, many enslaved people entered into relationships that they treated like marriage; they considered themselves husbands and wives even though they knew that their unions were not protected by state laws.

A father might have one owner, his "wife" and children another.Some enslaved people lived in nuclear families with a mother, father, and children. In these cases each family member belonged to the same owner. Others lived in near-nuclear families in which the father had a different owner than the mother and children. Both slaves and slaveowners referred to these relationships between men and women as “abroad marriages.” A father might live several miles away on a distant plantation and walk, usually on Wednesday nights and Saturday evenings to see his family as his obligation to provide labor for an owner took precedence over his personal needs.

This use of unpaid labor to produce wealth lay at the heart of slavery in America. Enslaved people usually worked from early in the morning until late at night. Women often returned to work shortly after giving birth, sometimes running from the fields during the day to feed their infants. On large plantations or farms, it was common for children to come under the care of one enslaved woman who was designated to feed and watch over them during the day while their parents worked. By the time most enslaved children reached the age of seven or eight they were also assigned tasks including taking care of owner’s young children, fanning flies from the owner’s table, running errands, taking lunch to owners’ children at school, and eventually, working in the tobacco, cotton, corn, or rice fields along with adults.

Slave quarters. Mulberry Plantation, South Carolina.

Slave quarters.

Mulberry Plantation, South Carolina.

On large plantations, slave cabins and the yards of the slave quarters served as the center of interactions among enslaved family members. Here were spaces primarily occupied by African Americans, somewhat removed from the labor of slavery or the scrutiny of owners, overseers, and patrollers. Many former slaves described their mothers cooking meals in the fireplace and sewing or quilting late into the night. Fathers fished and hunted, sometimes with their sons, to provide food to supplement the rations handed out by owners. Enslaved people held parties and prayer meetings in these cabins or far out in the woods beyond the hearing of whites. In the space of the slave quarters, parents passed on lessons of loyalty; messages about how to treat people; and stories of family genealogy. It was in the quarters that children watched adults create potions for healing, or select plants to produce dye for clothing. It was here too, that adults whispered and cried about their impending sale by owners.

Family separation through sale was a constant threat.Enslaved people lived with the perpetual possibility of separation through the sale of one or more family members. Slaveowners’ wealth lay largely in the people they owned, therefore, they frequently sold and or purchased people as finances warranted. A multitude of scenarios brought about sale. An enslaved person could be sold as part of an estate when his owner died, or because the owner needed to liquidate assets to pay off debts, or because the owner thought the enslave

Explanation:

Hope this helped unless this is a choose answer

How do historical outbreaks of the plague and the flu compare to today's pandemic? Explain the similarities and differences presented in the Article.

what you have to include
Restate the question (or topic) in your own words.
Include a few key details that support your answer.
Try to use one or more vocabulary words in your writing.
Write a conclusion.
Proofread and edit your work.

this is from achieve3000 - Outbreaks and Breakthroughs

PLEASE HELP ME THIS IS URGENT

Recall the happiest moment of your life, then think what made that moment worthwhile. Also, think of the time when you feel like you are at the lowest part of your life and the reason why.​

How would you categorize the following claim from the article “The Controversy Surrounding School Gardens”?

Opponents think that “foodies,” people who are strongly interested in food, are to blame for creating school gardens.


Claim of definition
Claim of fact
Claim of solution or policy
Claim of cause and effect

Read the sentence. We drove north on the highway before my dad realized that we were supposed to take the exit in coppertown. Which word in the sentence needs to be capitalized? north highway dad coppertown

What decimal represents the shaded part in the picture?

How did the author construct "Why It Worked: A Rhetorical Analysis of Obama's Speech on Race?" What are your views on the analysis?

HELLPPPPP I WILL GIVE YOU ALL MY POINTS PLSSSSSS

3.What kind of mistakes did Mrs. Harper make that Georgie caught?
4. What kind of teacher was Georgie?

Help!

"Sometimes I think evil is a tangible thing- with wavelengths, such as sound and light have."

Is this quote a simile, metaphor, or personification? With that, what effect does it create?
​

How can speakers build ethos while speaking on a subject

PLSSSS ILL GIVE EXTRA POINTS

what's the answer? please gelpt​

What culture besides your own do you admire? Why?

Where does Gorman describe herself in the poem? Why do you think she describes herself this
why?

Are all social groups treated the same in the story "The Pedestrian"

What was the literary movement Thoreau joined? Who was his mentor?

Which active reading strategy is most appropriate to do after you read a text?
O visualize
O create a mind map
O review
O survey the chapter

What problems are Odysseus and his crew facing? (at least two)

What color was Tom Sawyer told to paint fence?


Brown

White

Red

Green

I WILL MARK BRAINLIEST IF RIGHT Marjan contributed to her class blog about the early civilizations of Mesopotamia with the following text.
Experts believe that the first form of writing was cuneiform, invented in Mesopotamia around the 4th century BCE. “Writers” would carve symbols and pictures into slabs of clay, or tablets—perhaps the earliest official documents. Some of these tablets still exist, and many can be seen in museums.


Now Marjan needs to add two text features that will help readers understand the subject of the paragraph without duplicating the paragraph’s content. Which of the following two features should Marjan add, and what will these features help readers understand?


A.

Marjan should add (a) a photo of a cuneiform tablet so readers understand what it looks like and (b) a list of cuneiform symbols and their meanings so readers understand how to read cuneiform.

B.

Marjan should add (a) a photo of a cuneiform tablet so readers understand what it looks like and (b) hyperlinks to definitions of the words cuneiform and tablet so readers understand what these words mean.

C.

Marjan should add (a) a list of cuneiform symbols and their meanings so readers understand how to read cuneiform and (b) a video showing the discovery of a cuneiform tablet so readers understand the excitement surrounding this discovery.

D.

Marjan should add (a) hyperlinks to definitions of the words cuneiform and tablet so readers understand what these words mean and (b) a video showing the discovery of a cuneiform tablet so readers understand the excitement surrounding this discovery.

The Boy in the Striped Pajamas Chapters 4-7 ASAP Pleaseee
What did Bruno and Gretel see out Bruno's window? 10 points

a
A green meadow
b
The ocean
c
Many children
d
A wheat field

At the top of a castle in a faraway land there slept a lonely princess . Which best describes the structure of this sentence?

Help please!! I'll name you brainliest!!

What is a thesis statement? And what is a claim

Which statement best reflects a theme in this excerpt?
O Animals are expensive to keep.
O People sometimes regret their actions.
O Dr. Gazenko is sorry for his actions.
O Dr. Gazenko leaves the room for a moment.

Can you answer this please?​

Help me pls I need helppp

Add the suffix to the root, creating a new word.

big + -er

See Rule 3.

What is one reason why the author includes the information about famous cartoon characters?

(A) to highlight some examples of anthropomorphism
(B) to highlight some non-examples of personification
(C) to illustrate some examples of metaphor and simile
(D) to illustrate some non-examples of figures of speech

Read the sentence.

Many movies are made in New Mexico.

Which is the prepositional phrase in this sentence?


Many movies


in New Mexico


are made in

Match the structure (organ) witht it's function (what it does).
Column A
Column B
1.
Brain
a. link between brain & the rest of the body
2.
Spinal cord
b. controls most functions in the body
3.
Neurons
C. nerve cell that is specialized to transfer messages in the
form of fast-moving electrical energy
Question 3 (2 points)
What is the main function of the Nervous System? Select all that apply.

Read these sentences carefully, noting the tone it creates.

║We worked hard all day painting the house. That night, we slept the sleep of contentment—happy that we were making progress.║

Which set of sentences below creates a negative tone, rather than a positive tone?

We worked tirelessly all day painting the house. That night, we slept in peace, knowing our job was nearly complete.

We worked slowly all day painting the house. That night, we slept hard because we knew we were almost finished.

We labored all day painting the house. That night, we slept without dreaming; we knew we would finish painting soon.

We slaved all day painting the house. That night, we slept the sleep of the dead, but at least we had made some progress.