Select All the correct answers.
Which two statements would the author of the passage most likely agree with?
with her iconic blue shirt, flexed arm muscle, red bandanna,
and "We Can Do It" slogan emblazoned above her head, Rosie the
Riveter has been a symbol of women's rights for decades.
Originally created during World War II, the fictional character of
Rosie the Riveter was based on several real-life women who
worked in industrial jobs around country. The idea behind
creating Rosie the Riveter was to encourage women to work in
factory jobs while men fought in World War II. After World War II.
the image of Rosie has gone on to mean much more.
The ad campaign with Rosie the Riveter was commissioned by
the War Manpower Commission and the Office of War
Information as part a nationwide campaign to recruit women into
the labor force. The campaign included images that featured
Rosie through the popular media of the time, movies,
newspapers, posters, photographs and articles. The image
reached its full icon status when the popular artist Norman
Rockwell depicted Rosie the Riveter for the cover of The Saturday
Evening Post. The image portrays a muscular woman wearing
overalls, goggles, pins of honor on her lapel, and rolled-up
sleeves.
Though many of the women who joined the workforce during
World War I eventually returned home after the war, the image of
Rosle the Riveter has resurfaced in recent years as a symbol for
people advocating for women's rights in all contexts. Many people
are drawn to the strength and possibility embodied by the figure
of Rosie. Popular celebrities even don the apparel of Rosie as a
nod to this figure of female empowerment

The classic Rosie the Riveter image should mainly be used in educational settings.

Historical images are best interpreted in their original context and kept free of newe
interpretations

The symbolic significance of the Rosie the Riveter image has evolved with the times.

The intent behind the creation of the Rosie the Riveter image was not realized until after
the war.

Rosie the Riveter is relevant to women who enter male-dominated industries.

From “the carolina way” what is the following quote an example of? “ i made them understand that our plan would fall apart if they didn’t take care of one another: set screens; play team defense; box out; pass to the open man.” a. cultural context b. shared value c. historical context d. universal theme

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

Questions 1–2: identify the dependent clause and circle the independent clause. 1. since carmen was so hungry, she stopped at the deli and bought a sandwich. 2. the train was running late as usual, so kristen decided to call a taxi.