The main idea of the passage is In order to secure fair access to showers, the Yale women's crew team called attention to Title IX in an unusual way. How does the detail in bold develop the main idea?
In 1976, the highly successful women's crew team at Yale University—an all-men's school until 1969—faced a distressing situation: the boathouse still had no women's showers. After every practice session, the men enjoyed hot showers while the women went home cold and wet after a morning of vigorous rowing. The women approached school officials about this untenable situation, but nothing changed. Finally, they opted for dramatic action to focus attention on the different treatment of Yale's male and female rowing crews. They arranged a meeting with a school administrator and invited a writer and photographer from the school paper to attend. At the meeting, the team captain read an eloquent, pointed statement explaining the conditions the team had to endure without access to showers. Meanwhile, the women displayed the words "Title IX" written on their bodies, referring to a federal law banning gender discrimination in educational activities. When an article about the meeting appeared in the New York Times, the team not only got their showers but also succeeded in raising public awareness about Title IX.

1.It provides historical context for understanding the lack of women's showers.
2.It provides background information for the Yale women's crew team successes.

In twelve years a slave, when the passengers on the ship learn robert has smallpox, what is their reaction? “panic-stricken” “indifferent” “relieved” “oppressed”

Me for the love of god. i've been working on this assignment for 3 days and i don't understand the speeches at all ive read both 4 times over and i don't understand either of them if your right i will give you brainlest (i think that's how you spell it) and 99 pts. for this assignment, you will write an evaluation of either of two historic passages. • patrick henry’s “give me liberty, or give me death! ” speech (1775) • frederick douglass’s address, “what to the slave is the fourth of july? ” (1852) 1. what is the speaker’s viewpoint? what is his claim? type your answer here. (score for question 2: of 2 points) 2. what reasons does the speaker provide to support his viewpoint or claim? type your answer here. (score for question 3: of 4 points) 3. how valid are the speaker’s reasons for his claim? use evidence from the text to support your answer. type your answer here. (score for question 4: of 2 points) 4. what evidence does the speaker provide to support his reasons? type your answer here. (score for question 5: of 4 points) 5. is the speaker’s evidence relevant and sufficient? use evidence from the text to support your answer. type your answer here. (score for question 6: of 4 points) 6. does the speaker use fallacious reasoning or logical fallacies? use evidence from the text to support your answers. type your answer here. (score for question 7: of 4 points) 7. what counterclaims or alternate claims does the speaker address, and how does he respond to them? type your answer here. (score for question 8: of 4 points) 8. how effective is the speaker’s response to counterclaims or alternate claims? use evidence from the text to support your answer. type your answer here. (score for question 9: of 4 points) 9. write a one-paragraph evaluation of the speaker’s argument. type your answer here.

How did the different childhood homes of doris lessing could have impacted her storytelling?