What is the relationship between setting and mood? A. A story's mood is impossible to identify if the author does not describe the
setting.
B. A story's mood is usually suggested or created by details about the story's
setting
C. Setting details determine the mood of all the main characters.
D. Setting has nothing to do with mood---mood is how the characters feel.

b. a story's mood is usually suggested or created by details about the story's setting.

Explanation:

The mood of a story can also be thought of as the story's atmosphere. Mood is the emotional reaction a book, painting, or any other piece of art work bestows on its audience. The mood of a work of literature is usually established through the character(s), setting(s), and plot. Any good writer forms a distinct setting that typically hints to the story's mood. Therefore, a story's mood is usually suggested or created by details about the story's setting.

in railroad songs, workers swung their hammers during the offbeat. work songs combined with traditional musical and lyrical forms, such as hymns and ballads, to create spirituals, the blues, and other jazz styles. this blending of old and new can be seen when comparing the lyrics to the traditional irish song "lass of roch royal" and the blues song "the deal."

as work songs and other forms of jazz developed, jazz music spread across the united states. for example, a jazz style known as dixieland went from new orleans to chicago by means of the famous trumpet player louis armstrong. the original dixieland band developed out of armstrong's influence and, in the early 1920s, moved to new york city. once jazz reached new york, especially harlem, its development

this program currently is reviewed as “no” for this criterion because although there is a list of text selections, there are no identified text complexity levels for qualitative or quantitative placement. while texts are arranged around historical themes and support building of knowledge based on philosophical assumptions of the time periods, there is no evidence of the use of anchor texts within each unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs. text-dependent questions (non-negotiable) this program currently is reviewed as “no” for these criteria because at least 80% of all questions in the materials are not text-dependent questions as required by the indicator; the questions may ask students to display knowledge of concepts of themes, but the assessments do not consistently ask students to make connections with the texts within a unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs