1. Read the excerpt from “Egyptian Tombs: A Grave Matter.” From the twenty-fifth century BCE, pharaohs’ tombs were located inside grand pyramids. The pyramids served as giant grave markers; however, they also served as treasure markers for grave robbers. These wicked people would strip the tombs bare of all valuables. Then they would sell the stolen items for a large amount of money. Stealing from the dead was bad enough, but for the ancient Egyptians, the act also threatened the pharaoh’s afterlife.

Based on the details in the excerpt, what conclusion can be drawn about the pharaohs of ancient Egypt?

A. They went to great lengths to ensure that their tombs would not be robbed.

B. They had little worry about their tombs being invaded by grave robbers.

C. They thought that giant grave markers would protect them against grave robbers.

D. They placed more emphasis on their current lives than on their afterlives.

2. Read this excerpt from The Riddle of the Rosetta Stone by James Cross Giblin.

Only those Egyptians who needed the knowledge for their professions learned how to read and write. These included government officials, doctors, and priests, as well as the scribes who did the actual writing on papyrus and stone.

After reading this excerpt, readers can infer that

1. Egyptians had no reason to read or write

2. Egyptian women often learned to read and write

3. Many Egyptian children learned to read and write in school

4. Most Egyptian children were not taught to read and write

Read the following scene from trifles. sheriff (chuckling). married to the law. (moves toward the other room.) i just want you to come in here a minute, george. we ought to take a look at these windows. county attorney (scoffingly). oh, windows! sheriff. we’ll be right out, mr. hale. (hale goes outside. the sheriff follows the county attorney into the other room. then mrs. hale rises, hands tight together, looking intensely at mrs. peters, whose eyes take a slow turn, finally meeting mrs. hale’s. a moment mrs. hale holds her, then her own eyes point the way to where the box is concealed. suddenly mrs. peters throws back quilt pieces and tries to put the box in the bag she is wearing. it is too big. she opens box, starts to take the bird out, cannot touch it, goes to pieces, stands there . sound of a knob turning in the other room. mrs. hale snatches the box and puts it in the pocket of her big coat. enter county attorney and sheriff.) county attorney (facetiously). well, henry, at least we found out that she was not going to quilt it. she was going to—what is it you call it, ladies! mrs. hale (her hand against her pocket). we call it—knot it, mr. henderson. what changes might a director or screenwriter make to the original version of this scene in order to best emphasize the mood? cut dialogue from the scene to make it a more appropriate length update the setting to appeal to a more modern-day audience omit the actions of the characters to avoid confusion and chaos include the use of lighting, camera angles, and sound effects

Han put the last box into the back of his car and turned to look up at his dorm room. he saw himself through the window, laughing with his roommates and sharing his hopes and dreams. he saw all of the hours spent studying and the celebrations at the end of each semester. he smiled fondly as he turned away, got into his car, and drove off. which literary element does the passage contain?

Need asap how does black hawk’s rhetoric in this excerpt advance his viewpoint that his cultural experience has fueled in him great animosity for white men? the white men despise the indians, and drive them from their homes. but the indians are not deceitful. the white men speak bad of the indian, and look at him spitefully. but the indian does not tell lies; indians do not steal. a-he creates an extended metaphor to suggest he has a thorough understanding of white men. b-he uses alliteration to emphasize the morals and values of the indians. c-he employs personification to capture the confusion he feels when dealing with white men. d-he contrasts the image of white men driving indians from their homes with examples of the admirable conduct of indians.