How did The National Grange respond to the challenges farmers faced in the late 1800s? Select the two correct answers.
A.) It passed state laws to regulate railroad rates and grain elevator fees.
B.) It issued the Omaha Platform of 1892 to state the goals of the farmers' movement.
C.) It created cooperatives so farmers could pool their resources and bargain collectively.
D.) It formed alliances with many other farmers' groups from various regions of the country.
E.) It backed a sub treasury plan to give farmers cash-on-hand and control farm goods' prices
A.) It passed state laws to regulate railroad rates and grain elevator fees.
C.) It created cooperatives so farmers could pool their resources and bargain collectively.
The correct answers are:
A.) It passed state laws to regulate railroad rates and grain elevator fees.
C.) It created cooperatives so farmers could pool their resources and bargain collectively.
To answer this question, we need to examine the responses of The National Grange to the challenges faced by farmers in the late 1800s.
One correct answer is:
A.) It passed state laws to regulate railroad rates and grain elevator fees.
During this time, farmers faced issues such as high transportation costs and unfair charges imposed by railroads and grain elevators. The National Grange responded by advocating for the regulation of railroad rates and grain elevator fees through state laws.
The second correct answer is:
C.) It created cooperatives so farmers could pool their resources and bargain collectively.
The National Grange encouraged farmers to form cooperatives, which allowed them to pool their resources together. Through cooperatives, farmers could collectively negotiate better prices for their goods and acquire inputs at lower costs, thereby increasing their overall profitability.
The other options listed are not correct:
B.) It issued the Omaha Platform of 1892 to state the goals of the farmers' movement.
Although the Omaha Platform of 1892 was an important declaration of the goals of the Populist Party, it was not directly issued by The National Grange.
D.) It formed alliances with many other farmers' groups from various regions of the country.
While The National Grange actively collaborated with other farmers' groups, forming alliances was not their primary response to the challenges faced by farmers. The Grange focused more on legislative and cooperative initiatives.
E.) It backed a sub treasury plan to give farmers cash-on-hand and control farm goods' prices.
Although the sub treasury plan was a proposal aimed at aiding farmers by providing them with cash-on-hand and price control for farm goods, The National Grange did not specifically back this plan. The sub treasury plan was supported more by the Populist Party.
"About 15 miles below Monterey, on the wild coast, the Torres family had their farm, a few sloping acres above a cliff that dropped to the brown reefs and to the hissing white waters of the ocean. Behind the farm the stone mountains stood up against the sky. The farm buildings huddled like the clinging aphids on the mountain skirts, crouched low to the ground as though the wind might blow them into the sea. The little shack, the rattling, rotting barn were gray-bitten with sea salt, beaten by the damp wind until they had taken on the color of the granite hills. Two horses, a red cow and a red calf, half a dozen pigs and a flock of lean, multi-colored chickens stocked the place. A little corn was raised on the sterile slope, and it grew short and thick under the wind, and all the cobs formed on the landward sides of the stalks."
— John Steinbeck, "Flight"
In this descriptive paragraph, written by John Steinbeck, it appeals to the reader's senses by using ____. One example of this is “______”. This makes the reader feel ____ because _____.
In this descriptive paragraph, written by John Steinbeck, it appeals to the reader's senses by using imagery. One example of this is "the brown reefs and the hissing white waters of the ocean." This makes the reader feel the raw power and untamed nature of the ocean, as well as the harsh conditions of the environment.
What literary elements are in this passage? Give some examples.
About 15 miles below Monterey, on the wild coast, the Torres family had their farm, a few sloping acres above a cliff that dropped to the brown reefs and to the hissing white waters of the ocean. Behind the farm the stone mountains stood up against the sky. The farm buildings huddled like the clinging aphids on the mountain skirts, crouched low to the ground as though the wind might blow them into the sea. The little shack, the rattling, rotting barn were gray-bitten with sea salt, beaten by the damp wind until they had taken on the color of the granite hills. Two horses, a red cow and a red calf, half a dozen pigs and a flock of lean, multi-colored chickens stocked the place. A little corn was raised on the sterile slope, and it grew short and thick under the wind, and all the cobs formed on the landward sides of the stalks."
— John Steinbeck, "Flight"
The passage contains several literary elements. Here are some examples:
1. Imagery: Phrases like "the brown reefs and the hissing white waters of the ocean," "stone mountains stood up against the sky," and "gray-bitten with sea salt" create vivid mental images that appeal to the reader's senses.
2. Simile: The comparison of the farm buildings to "clinging aphids on the mountain skirts" and their crouched position "as though the wind might blow them into the sea" uses simile to enhance the reader's understanding and visualization.
3. Personification: The description of the "little shack" and the "rattling, rotting barn" as being "beaten by the damp wind until they had taken on the color of the granite hills" assigns human-like attributes to inanimate objects, giving them life-like qualities.
4. Symbolism: The "two horses, a red cow and a red calf, half a dozen pigs and a flock of lean, multi-colored chickens" and the "little corn raised on the sterile slope" can symbolize the farm's struggle and the resilience of the Torres family in harsh coastal conditions.
5. Alliteration: The repetition of the "s" sound in "sloping acres," "clinging aphids," and "sea salt" creates a soothing and rhythmic effect on the reader.
These are just a few examples of literary elements present in the passage.
fill in the blank
In this descriptive paragraph, written by John Steinbeck, it appeals to the reader's senses by using imagery. One example of this is "Behind the farm the stone mountains stood against the sky”. This makes the reader feel _______ because it creates a vivid image of how _____
In this descriptive paragraph, written by John Steinbeck, it appeals to the reader's senses by using imagery. One example of this is "Behind the farm the stone mountains stood against the sky". This makes the reader feel a sense of awe and majesty because it creates a vivid image of how the towering mountains provide a dramatic backdrop to the farm, emphasizing their impressive and imposing presence.
fill in the blank, don’t use words such as “awe”
In this descriptive paragraph, written by John Steinbeck, it appeals to the reader's senses by using imagery. One example of this is "Behind the farm the stone mountains stood against the sky”. This makes the reader feel _______ because _____
In this descriptive paragraph, written by John Steinbeck, it appeals to the reader's senses by using imagery. One example of this is "Behind the farm the stone mountains stood against the sky". This makes the reader feel a sense of grandeur and immensity because it emphasizes the imposing presence of the mountains and creates a vivid image of their size and scale against the vastness of the sky.
In this descriptive paragraph, written by John Steinbeck, it appeals to the reader's senses by using imagery. One example of this is "Behind the farm the stone mountains stood against the sky”. This makes the reader feel _______.
In this descriptive paragraph, written by John Steinbeck, it appeals to the reader's senses by using imagery. One example of this is "Behind the farm the stone mountains stood against the sky". This makes the reader feel a sense of the immovable and timeless nature of the mountains.
Read “When I heard the learn’d Astronomer” by Walt Whitman. Then fill in the blank. In this poem by Walt Whitman, the romantic idea of ______ is portrayed by _____. On line ___, it says “_____” which expresses the romantic idea of ____. The structure of this poem, it being ______, aids in reinforcing these romantic ideals because _____.
In this poem by Walt Whitman, the romantic idea of the individual's connection to nature is portrayed. On line 4, it says "When I heard the learn'd Astronomer" which expresses the romantic idea of finding inspiration and understanding in firsthand experiences rather than through scholarly lectures. The structure of this poem, it being free verse, aids in reinforcing these romantic ideals because it allows for a more organic and spontaneous flow of thoughts and emotions, mirroring the unrestricted and unpredictable nature of the natural world.
Read “When I heard the learn’d Astronomer” by Walt Whitman. Give many examples and fill in the blank. In this poem by Walt Whitman, the romantic idea of ______ is portrayed by _____. On line ___, it says “_____” which expresses the romantic idea of ____. The structure of this poem, it being ______, aids in reinforcing these romantic ideals because _____.
"When I heard the learn’d Astronomer" by Walt Whitman
In this poem by Walt Whitman, the romantic idea of the individual's connection to nature is portrayed.
On line 6, it says "How soon unaccountable I became tired and sick," which expresses the romantic idea of feeling overwhelmed and unfulfilled by the sterile and intellectual approach to understanding the natural world.
The structure of this poem, it being a free verse with irregular line lengths and lack of strict rhyme scheme, aids in reinforcing these romantic ideals because it mirrors the freedom and unpredictability found in nature itself. This lack of structure allows for a more organic and individualized experience, akin to the spontaneous wonders of nature.
Throughout the poem, the speaker's dissatisfaction with the learned astronomer's lecture and the subsequent shift of focus towards the beauty and mystery of the "mystical moist night-air" and "the stars" showcases the romantic belief in the transcendent qualities of nature and the connection between the individual and the universe. The poem encourages a return to the simplicity and wonder of firsthand experience, rejecting the cold, scientific analysis that disconnects individuals from the spiritual and emotional aspects of nature.