PLEASE HELP PEOPLE! (1) People today are becoming more informed about the environmental issues facing our changing world, but many of these issues are not new. Neither is the connection between the American economy and natural disasters. One example of this connection is remembered by our grandparents' and great grandparents' generations. They lived through a period called the Dust Bowl, a very difficult time during the 1930s. (2) Starting in the mid-1800s, many families moved to the Midwest, an area of the United States known for its rich soil and successful farms. In some places, forests were cut down to make room for more people to farm. Until World War 1, the Great Plains was used mostly for cattle raising. However, wheat became a very useful commodity because it could be ground up and turned into flour to make bread. In the early 1900s, millions of acres of the prairie grasses that grew in the area were plowed over to make room for wheat. By the 1930s, because of increased farming, the soil in the Midwest began to suffer and wheat supplies decreased. (3) Over-farming was not the only cause of the Dust Bowl. During the 1930s, there was also a long drought that lasted for years. This meant that the soil dried up and killed the crops. Without the prairie grasses to weigh down the topsoil, the Midwest became extremely dusty. Dust storms were known as "Black Blizzards." The thick dust made simple everyday tasks like eating, breathing, and walking difficult. Children had to wear masks to school and women hung damp sheets over windows to prevent as much dust as possible from entering the home. The previously successful farmers suddenly found themselves unable to grow crops, which meant they could not support their families or make extra money. (4) Within a few short years, the Midwest became known as the Dust Bowl. Huge dust storms swept across the Midwestern states, and houses and farm machinery were buried under the dust, like toys left forgotten on a shelf. Unfortunately, many families who had lived in the Midwest for generations left. In fact, during the 1930s, about 2.5 million people total from Dust Bowl states left their farms and traveled west looking for work. It was a very sad time for the hard-working farm families living there. Select the statement that explains how human activity impacted the Dust Bowl. A. Acres of prairie grass, which kept the topsoil in place, were plowed over to grow wheat. B. A severe drought that lasted for years killed crops and dried up the top part of the soil. C. Families who had lived in the Midwest for generations left the region. D. Farmers were unable to grow crops because of long periods without rain.

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.

How does storytelling imagine the future?

What is the independent cause in this sentence? "if the poem is about going mad when love is lost, what would happen if love didn't die? "