In To Kill a Mockingbird, Atticus famously says, "You never really understand a person until you consider things from his point of view... until you climb into his skin and walk around in it." This is also a central premise in Of Mice and Men and Just Mercy. After watching My Octopus Teacher on Netflix, where documentary filmmaker
Craig Foster forms a surprising bond with an octopus, compare the lessons learned in To Kill a Mockingbird to those learned by Foster in My Octopus Teacher. If you see
connections to Just Mercy, feel free to incorporate those as well!
Consider the following:
1. The way Foster Idarns about the octopus and her environment in comparison to
how Scout and you, as the reader, learn about Maycomb: What's surprising?
Unexpected? Challenges to stereotypes or preconceived notions? Connections
to Stevenson and the criminal justice system in Just Mercy?
2. The unexpected bond formed between Foster and the octopus: How is this
similar to relationships formed in To Kill a Mockingbird? Of Mice and Men? Just
Mercy?
3. The way Foster first viewed the environment he was in versus the way he ends
up viewing it: How can this be compared to the maturation of Scout and Jem in
To Kill a Mockingbird? The portrayal and changing of the American Dream in Of
Mice and Men? How Stevenson learns to view the criminal justice system and
those he works with?
4. Any other connections or insights you come up with (Be a critical thinker and be
willing to think outside the box!)

PLEASE HEL

Ehat is the purpose of an arguement conclusion

Select the correct text in the passage. in richard connell's short story "the most dangerous game," zaroffs aristocratic appearance and dignified manners mask his sinister, animalistic nature. which line from the excerpt best provides a glimpse into his true nature? rainsford's first impression was that the man was singularly handsome; his second was that there was an original, almost bizarre quality about the general's face. he was a tall man past middle age, for his hair was a vivid white; but his thick eyebrows and pointed military mustache were as black as the night from which rainsford had come. his eyes, too, were black and very bright. he had high cheekbones, a sharpcut nose, a spare, dark face-the face of a man used to giving orders, the face of an aristocrat. turning to the giant in uniform, the general made a sign. the giant put away his pistol, saluted, withdrew. "ivan is an incredibly strong fellow," remarked the general, "but he has the misfortune to be deaf and dumb. a simple fellow, but, i'm afraid, like all his race, a bit of a savage." "is he russian? " "he is a cossack," said the general, and his smile showed red lips and pointed teeth. "so am i." half apologetically general zaroff said, "we do our best to preserve the amenities of civilization here. forgive any lapses. we are well off the beaten track, you know." laughter shook the general. "how extraordinarily droll you are! " he said. "one does not expect nowadays to find a young man of the educated class, even in america, with such a naive, and, if i may say so, mid-victorian point of view. it's like finding a snuffbox in a limousine. ah, well, doubtless you

Read the paragraph. in fact, teenagers contribute a great deal to their community. this is another reason why they must be taken into account when public policy is debated. over eighty percent of teens spend time volunteering at their schools and other organizations. this is an example of statistical analysis layering point of view outlining