Read the excerpts below from “Commonwealth vs. Mrs. Douglass,” from The Norfolk Argus, and the poem “Learning to Read” by Frances Ellen Watkins Harper. Both works were published in 1854. Margaret Douglass was from Virginia and taught “free colored children.” Frances Ellen Watkins was an African-American civil rights activist born free in Maryland. The speaker of her poem is a woman fighting to be educated. Complete the chart by writing responses to the prompts. We publish to-day the judgment of Hon. Judge Baker in the case of Mrs. Douglass, which has much excited our citizens. The first time within the passage of the act forbidding the teaching of slaves or free colored persons to read or write, has a case of this description come under the jurisdiction of our Court, and it was singular that this case should be a woman. The jury found a verdict of guilty, and the law had to be sustained. . . . it was the hope and wish of everyone that she would leave the city. But no; ‘a martyr’ she ‘would be to the cause of benevolence;’ and to cap the climax, she brought her daughter, a maiden of some seventeen summers, who had obeyed the injunctions of her mother, as a child should, to try the stern realities of the law, and, to use her own language in defending her cause, ‘to glory in works of benevolence and charity to a race down-trodden.’ Then sympathy departed, and in the breast of every one rose a righteous indignation towards a person who would throw contempt in the face of our laws, and brave the imprisonment for ‘the cause of humanity.’
—“Commonwealth vs. Mrs. Douglass”

Very soon the Yankee teachers
Came down and set up school;
But, oh! how the Rebs did hate it,—
It was agin’ their rule.

Our masters always tried to hide
Book learning from our eyes;
Knowledge didn’t agree with slavery—
’Twould make us all too wise. . . .

Well, the Northern folks kept sending
The Yankee teachers down;
And they stood right up and helped us,
Though Rebs did sneer and frown. . . .
—“Learning to Read”
Some of the cells in this chart are editable.
WHAT I NEED ANSWERED
What is the topic of both texts?
On what point do the authors of the texts disagree?
What information appears in the newspaper article but not in the poem?
What information appears in the poem but not in the newspaper

Modernist poetry broke traditions in works that did all of the following except: question 1 options: a) experimented with language, symbolism, and imagery b) challenged rules about point of view, rhyme scheme, meter, and capitalization c) focused on the poem’s appearance on the page as a form of self-expression d) addressed subjects and ideas that had been explored in poetry for centuries. while mr. flood is not heroic in the typical sense and does nothing admirable during the poem’s action, robinson’s description of mr. flood is nevertheless filled with pathos, which a) the poem is filled with language and descriptions which arouse emotion, usually pity and sympathy, from the reader. b) the poem is filled with nonsensical events that make the reader laugh at mr. flood’s expense. c) the poem gives vivid sensory details that make the reader feel like they are a part of the story. d) the poem is tedious and drawn out with details that don’t influence the reader at all. refer to the william carlos williams poem "spring and all" (on pages 306-7 in your textbook), to answer the prompt below. your response should be 1-2 well-developed paragraphs and should include specific details (quotes) from the poem that support your analysis. cite your textual evidence as well. you should use your journeys book. because “spring and all” ends with language and imagery that suggest birth and growth, many readers consider it a hopeful poem that celebrates the first steps toward new life and away from a wintry world characterized by death and decay. consider the poem’s date of publication—1923—and the historical events that influenced many modern writers, specifically, world war i. poem below: by the road to the contagious hospital under the surge of the blue mottled clouds driven from the northeast-a cold wind. beyond, the waste of broad, muddy fields brown with dried weeds, standing and fallen patches of standing water the scattering of tall trees all along the road the reddish purplish, forked, upstanding, twiggy stuff of bushes and small trees with dead, brown leaves under them leafless vines- lifeless in appearance, sluggish dazed spring approaches- they enter the new world naked, cold, uncertain of all save that they enter. all about them the cold, familiar wind- now the grass, tomorrow the stiff curl of wildcarrot leaf one by one objects are defined- it quickens: clarity, outline of leaf but now the stark dignity of entrance-still, the profound change has come upon them: rooted, they grip down and begin to awaken how might “spring and all” be interpreted as a reaction to the violence of world war 1? be sure to cite examples from the poem to support your analysis.

Read this excerpt from “what i hope to leave behind.” for a number of years it took so much vitality to keep the home going, and that home represented so many different kinds of activities, that none of us had any urge to go outside of this sphere. if “what i hope to leave behind” was the subject of a class discussion, why might paraphrasing this sentence be ? you could analyze the key themes while also staying true to the original language. you could summarize the key ideas, which would shorten the length of the excerpt. you could use your own ideas and concepts, which would add important information. you could rephrase it in your own words, which might clarify the meaning of the excerpt.

Which lines in this excerpt from act b of shakespeare macbeth tell the audience that macbeth realizes his mistake and regrets his ambition