Read the excerpt from “Harriet Tubman: A Life of Toil and Triumph.” After Harriet journeyed to the safety of Philadelphia, she met with members of the Anti-Slavery Society. She wanted to learn more about the special railroad that had helped her become free, and then she wanted to help. Without taking any time to enjoy her newfound freedom, she signed on as a conductor. Soon she was headed back to Maryland to guide others safely north.

Then in 1850, the United States passed the Fugitive Slave Act. This forced citizens of the Northern states to return escaped enslaved persons to the South. Remarkably, Harriet did not become discouraged. Instead, she conducted her passengers all the way to Canada—a trip of an extra three hundred miles! In all, she made that trip nineteen times, freeing her family and three hundred additional enslaved persons in the process.

What inference can be made about Harriet Tubman’s character?

She was tireless in bringing others to freedom.
She felt entitled to freedom and an easy life.
She was too busy to enjoy her new freedom.
She worked as a conductor to free her family.

Which of the following is a comparison that this poem makes?

What words or phrases you to recognize the historical context of the line 7

Adapt the speech you delivered in lesson 2 to an audience of professionals, teachers, and parents. the audience expects a more formal delivery. your listeners also expect you to use media such as images and audio to make your speech more convincing and easier to understand. your assignment should include the following elements: -at least four sources to back up your ideas -media elements to illustrate your ideas -changes to both the style and content of the speech to make it more appropriate to the audience -citations that follow mla guidelines as you revise your presentation, research and cite at least four sources. at least two of these sources must provide supporting evidence, such as charts and graphs or quotes from newspapers or other credible sources. the other two sources can provide material to grab the audience's attention — for example, photos that your audience visualize what you're talking about or music that sets the mood. you can also create original images, but these will not count as sources. here are some types of media that you may use to either show evidence or move the audience: quotes tables, charts, and graphs images video audio (including music) mix up the types of media you use so that no medium is used more than twice. take care that all your sources contribute to your speech in an obvious way. they should either back up what you're saying or make your ideas easier for your audience to understand logically or emotionally. avoid visual aids that are off topic or confusing. ask yourself these questions as you revise: am i still fulfilling the requirements of the speech i gave in lesson 2? is my speech still about a theme in franklin roosevelt's four freedoms speech? do i connect that theme to my own life and to a current issue? are my sources credible and relevant? will they convince an audience of parents, teachers, and professionals? do my media elements enhance my speech? do they set the mood, explain something difficult, or offer convincing proof? do i avoid media elements that are more distracting than ? did i cite my sources according to mla guidelines? did i check my works-cited page against sample works-cited pages to make sure it's correct?