They'll taunt and goad you," Mr. Rickey said. "They'll do anything to make you react. They'll try to provoke a race riot in the ballpark. This is the way to prove to the public that a Negro should not be allowed in the major league. This is the way to frighten the fans and make them afraid to attend the games."

If hundreds of black people wanted to come to the ballpark to watch me play and Mr. Rickey tried to discourage them, would I understand that he was doing it because the emotional enthusiasm of my people could harm the experiment? That kind of enthusiasm would be as bad as the emotional opposition of prejudiced white fans.

Suppose I was at shortstop. Another player comes down from first, stealing, flying in with spikes high, and cuts me on the leg. As I feel the blood running down my leg, the white player laughs in my face. . . .

Could I turn the other cheek? I didn't know how I would do it. Yet I knew that I must. I had to do it for so many reasons. For black youth, for my mother, for Rae, for myself. I had already begun to feel I had to do it for Branch Rickey.

Which detail best supports the idea that Robinson is concerned about the job he faces?

‘They'll taunt and goad you,’ Mr. Rickey said. ‘They'll do anything to make you react.’"
"That kind of enthusiasm would be as bad as the emotional opposition of prejudiced white fans."
"Could I turn the other cheek? I didn't know how I would do it. Yet I knew that I must."
"I had to do it for so many reasons. For black youth, for my mother, for Rae, for myself.

Which connotations are associated with the word representative as it is used in this passage?

Which sentence in this excerpt from the time machine suggest that the time travelled will later realize that his assumptions about future society are incorrect

He following question refers to the text and graphic below. read the text and view the graphic carefully to you choose the best response. "how 7th grade students at madison middle school use their smart phones" i recently surveyed seventh graders at madison middle school to determine how they used their cell phones. my goal was to determine which daily activities were the most popular. out of 151 seventh graders in our school, 93 of them use smart phones. 57 of those students agreed to track their cell phones usage in a journal for three days. i compared journal statistics and gathered the following data. data revealed that students spent 35 percent of their phone time playing games and using apps. these included games played alone and against friends. it also included social media apps. students spent 21 percent of their time texting and 20 percent of their time listening to music. music included songs downloaded on their phones and music that streamed from other sources.14 percent of cell phone time was spent browsing the internet while 9 percent of the time was spent using the phone to take photographs. most ironically, students reported spending only 1 percent of their time using cell phones to make actual phone calls. image of a graph with the title, how 7th grade students at madison miller middle school use their smart phones. a pie chart is shown with the colours, orange, green, pink, purple, blue and light pink. the following are the present ages. orange 35 percent, games and apps. green, 21 percent, texting. pink 20 percent, music. purple, 14 percent web browsing. blue 9 percent, camera. light pink, 1 percent, phone calls.