Refer to the Newsela article "Australian Aborigines and the Dreamtime When the World Was Created." Part A

What does the author explain about Australian aboriginal stories and those of other native cultures?

The author states that there are mischief-maker characters in aboriginal stories and in stories from other cultures.

The author says that Australian aboriginal stories have nothing in common with stories from other native cultures.

The author shows how there are important pairs of gods in all native creation stories.

The author argues that the Australian aboriginal stories originated with the native cultures of other neighboring lands.
Question 2
Part B

Which evidence from the text best supports the answer to Part A?

"As in the case of some Chinese creation stories, it is difficult to determine the difference between gods and heroes."

"It also seems likely they didn't mix much with outside groups until the arrival of Europeans in the seventh century."

"Like trickster characters in other cultures across the world, Bamapana doesn't care much about the line between right and wrong…"

"Another pair of gods known to the northern Gunwinggu people were Wurugag, the first male, and Waramurungundi, the first female."

Based on the dialect in the passage what can you infer about the character huckleberry finn

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?

Which type of map best shows differences in elevation?