For this project, take the main ideas from each paragraph from the article and arrange them to support the main idea of the whole passage. Use a roman numeral (I, II, III, IV) for each main idea. Place the supporting details beneath the main ideas next to upper-case letters. Take a look at the following example: Title I. First Main Idea A. Supporting Detail B. Supporting Detail II. Second Main Idea A. Supporting Detail B. Supporting Detail . . . Here is the article for reference. African Americans in Colonial Williamsburg by Leslie Anderson Morales If you visited Williamsburg in 1775, you would have seen African Americans everywhere you looked. Some were free, but most were slaves. Most of the slaves in eighteenth-century Virginia were the children and grandchildren of people kidnapped from villages in West Africa. Slave traders bought these men, women, and children in African ports. Then they took them to the New World (Colonial America). If the Africans lived through the ocean crossing, they were sold like animals at a colonial slave market. By the 1770's, about half of the people in Williamsburg were of African heritage. Slaves and free blacks were important to the life of the town. African-American men groomed horses and chopped wood. They built buildings, carted goods, and made wheels. African-American women cooked and sewed. They tended kitchen gardens, did laundry, and helped take care of white children. Like most of the white children in Williamsburg, African-American children began working when they were six or seven years old. They did many of the same chores as white children their age. They chased birds away from fruit trees and weeded vegetable patches. They fed chickens and gathered feathers. They picked dung from sheep's fleece. They carried water and turned roasting spits. They ran errands whenever anybody asked. They helped watch younger children. But slave children knew there was a big difference between them and their white playmates. White children would be able to make choices about their lives when they grew up. Slaves had to live where their owners told them to live. They had to do the work their masters ordered them to do. Slaves could not stop owners from selling their family members. African Americans who were free had some rights, but not as many as white people. Despite hardships, slaves made lives for themselves. They raised families. They learned skills. Some slaves grew food and raised chickens to sell at the market. They used the money to buy things for their families. Slave and free black parents kept their heritage alive by telling stories about their African ancestors. To help slave children cope with slavery, older slaves told tales that often taught a lesson or made a joke on their white masters. They celebrated happy occasions with music and dance brought from Africa. Many foods eaten in Colonial Williamsburg had African roots. The free and enslaved African-American people of Colonial Williamsburg made contributions that became woven into everyday life. Although most had not chosen to live there, they left their mark on the place. Today, Colonial Williamsburg honors the memory of their courage and hard work by showing their lives with honesty and respect (if correct and anything like thats i give thing

African Americans in Colonial Williamsburg by Leslie Anderson Morales

I

If you visited Williamsburg in 1775, you would have seen African Americans everywhere you looked.

A. Supporting Detail:

Some were free, but most were slaves. Most of the slaves in eighteenth-century Virginia were the children and grandchildren of people kidnapped from villages in West Africa.

B. Supporting Detail:

Slave traders bought these men, women, and children in African ports. Then they took them to the New World (Colonial America). If the Africans lived through the ocean crossing, they were sold like animals at a colonial slave market.

II

By the 1770's, about half of the people in Williamsburg were of African heritage.

A. Supporting Detail:

Slaves and free blacks were important to the life of the town. African-American men groomed horses and chopped wood. They built buildings, carted goods, and made wheels.

B. Supporting Detail:

African-American women cooked and sewed. They tended kitchen gardens, did laundry, and helped take care of white children.

III

Like most of the white children in Williamsburg, African-American children began working when they were six or seven years old.

A. Supporting Details:

They did many of the same chores as white children their age. They chased birds away from fruit trees and weeded vegetable patches. They fed chickens and gathered feathers. They picked dung from sheep's fleece. They carried water and turned roasting spits. They ran errands whenever anybody asked. They helped watch younger children.

B. Supporting Detail:

But slave children knew there was a big difference between them and their white playmates. White children would be able to make choices about their lives when they grew up.

IV

Slaves had to live where their owners told them to live.

A. Supporting Detail:

They had to do the work their masters ordered them to do.

B. Supporting Detail:

Slaves could not stop owners from selling their family members. African Americans who were free had some rights, but not as many as white people.

C. Supporting Details:

Despite hardships, slaves made lives for themselves. They raised families. They learned skills. Some slaves grew food and raised chickens to sell at the market. They used the money to buy things for their families.

V

Slave and free black parents kept their heritage alive by telling stories about their African ancestors.

A. Supporting Detail:

To help slave children cope with slavery, older slaves told tales that often taught a lesson or made a joke on their white masters. They celebrated happy occasions with music and dance brought from Africa.

B. Supporting Detail:

Many foods eaten in Colonial Williamsburg had African roots.

VI

The free and enslaved African-American people of Colonial Williamsburg made contributions that became woven into everyday life.

A. Supporting Detail:

Although most had not chosen to live there, they left their mark on the place.

B. Supporting Detail and Conclusion:

Today, Colonial Williamsburg honors the memory of their courage and hard work by showing their lives with honesty and respect.

Explanation:

This is an English Language project that "takes the main ideas from each paragraph from the article titled, "African Americans in Colonial Williamsburg" as written by Leslie Anderson Morales, and arranges them to support the main idea of the whole passage."

answer: the essay describes the experience of the english narrator, possibly orwell himself, called upon to shoot an aggressive elephant while working as a police officer in burma.

explanation:

first of all the mood needs to be defined: it is obviously a mood of deceitful relief and serenity. why? because the cape horn is one of the most violent maritime regions of earth and although it has been left behind, it is a personification of ahab’s delirium and the fact that the end of the passage speaks about it about being “hidden” but “raving” immediately conveys the feeling the calm is not permanent but fleeting.

furthermore, the oxymoron “mild stun'sails” is the first instance of such feeling as the adjective “mild” is associated with “stunned” underscoring the fleeting nature of this “tranquil” moment. and the contrasts keep piling up, with the opposition between “dark den” and “blessed light and air” to end with the final conclusion that leaves the reader with the uneasy knowledge that this is just a reprieve.