What is the difference between a Phrase and a Clause? As well as tips to how to figure the differences such as keywords, etc. Thanks!

Answer:

A clause is a group of words with a subject-verb unit; the 2nd group of words contains the subject-verb unit the bus goes, so it is a clause. A phrase is a group of words without a subject-verb unit.

Explanation:

I hope this helps! Good Luck! ;)

What did the young men do to Mrs. Shachter? What about the environment of the crowded train car likely caused them to do it?

Here is the story and the questions are below it

15 points each!!! pls



In South Dakota, Pine Ridge Indian Reservation is as big as Delaware and Rhode Island combined. It has some of the highest poverty rates in the United States. For three years, it has also hosted shows with music written for an orchestra by high school students.


"It's really a great thing to see these kids, and the pride that the reservation has in having these kids be stars," said David Gier. He is the music leader of the South Dakota Symphony Orchestra.


The yearly music academy is one part of the Lakota Music Project. It's a program developed with the orchestra and musicians of the Lakota Native American tribe. The goal is to create cultural cooperation, teaching people about the Lakota and the orchestra.


"Through music, we are able to show a side of us that nobody gets to see," said Emmanuel Black Bear, a singer. He has been part of the Lakota Music Project since 2009. The native people have "a rich culture," he said. "I wanted to be a part of something where we could show the positive side of our people through music."


Black Bear is bringing the Lakota Music Project to Washington, D.C. Native flute player Bryan Akipa and nine members of the South Dakota Symphony are also going. In October, Black Bear will perform at the Smithsonian's National Museum of the American Indian and at Washington National Cathedral. It is for a festival hosted by the PostClassical Ensemble. The goal is to show Native American influences on American music.


Matching Two Different Types Of Music Together

The Lakota Music Project "deserves to be more widely known," said Joseph Horowitz. He is the PostClassical Ensemble's leader.


The project began in 2005. It was soon after Gier started with the orchestra. He wanted to develop community programs, and he learned about tensions in his new community between Native and non-Native Americans.


Gier approached local leaders and experts. One was Ronnie Theisz, a writer of books on Lakota culture. The two men talked about creating a project.


An idea came one snowy evening at Pine Ridge. Some of the orchestra's musicians met with the Porcupine Singers, a drumming circle on the reservation. They played music for each other.


Gier said the keeper of the drum talked about singing old songs and passing on tradition to younger people. It was the main thing both groups shared.


There are plenty of differences, too. The timing of the two types of music is different, said Black Bear. "In the beginning, it was kind of difficult to match them together."


Hearing The Music Instead Of Trying To Change It

The first Lakota Music Project tour, in 2009, set themes for the concerts. Theisz became a leader on the project. He suggested grouping the concert around love and death, joy and sadness, with music from each culture. The second half had new works on Lakota themes.


The Lakota Music Project is coming to Washington because of Horowitz's support of the Indianist movement. It was in the early 1900s. American composers wrote music based on Native American themes. Horowitz calls it "a major American cultural event that's been totally forgotten."


From the Lakota point of view, however, the "Indianist" movement inappropriately uses Native American customs. It's based on a misunderstanding of Native traditions, they believe.


"Even when they loved to take source music from different Indian tribes," Theisz said of the Indianist composers, "they didn't appreciate it." They wanted to try to improve it, he said.


"We're trying to counter that," he said. "Hearing the real music is part of the project."


The Lakota Music Project's focus remains on building bridges through music.


"It's just human connection," Gier said, "and feeling like we can make a difference."






Question 1

Refer to the Newsela article "The Lakota Tribe Wants to Educate People Through Music Project."


Part A


What is an implied idea in the article??




A. The Lakota Music Project seeks to improve upon the music of different Indian tribes.


B. The goal of the Lakota Music Project is to emphasize the differences between Native American music and European music.


C. The Lakota Music Project is a product of the Indianist movement.


D. An outcome of the Lakota Music Project is that people of different cultures learn how much they have in common.


Question 2

Part B


Which two sentences from the text that best support the answer in Part A?



A. “The Lakota Music Project's focus remains on building bridges through music."


B. “[The Indianist movement] flourished in the early 20th century as American composers based works on Native American themes.”


C. "Native music is more freestyle," said Black Bear, who has been part of the Lakota Music Project since 2009.


D. "Its goal is to spotlight Native American influences on American classical music."

How does Frederick Douglass use a personal narrative to tell his story?

What do these excerpts have in common?
O They both develop the inequality theme.
They both develop Paul's character.
O They both develop Paul's daddy's character.
O They both develop the historical setting.

15.3
__________________________ 18. True or False? Animals may use wetlands as nurseries, even if they do not live there permanently.

10.) choose the best answer to identify the part of speech if the boldface word.

account of Mark Twain’s experiences as a riverboat captain.


I soon discovered two things. One was that a vessel would not be likely to sail for the mouth of the Amazon under ten or twelve years; and the other was that the nine or ten dollars still left in my pocket would not suffice for so imposing an exploration as I had planned, even if I could afford to wait for a ship. Therefore it followed that I must contrive a new career. The "Paul Jones” was now bound for St. Louis. I planned a siege against my pilot, and at the end of three hard days he surrendered. He agreed to teach me the Mississippi River from New Orleans to St. Louis for five hundred dollars, payable out of the first wages I should receive after graduating. I entered upon the small enterprise of "learning” twelve or thirteen hundred miles of the great Mississippi River with the easy confidence of my time of life. If I had really known what I was about to require of my faculties, I should not have had the courage to begin. I supposed that all a pilot had to do was to keep his boat in the river, and I did not consider that that could be much of a trick, since it was so wide.


Which statement best summarizes the passage?
Twain feels confident about learning the Mississippi River.
Twain finds that piloting a riverboat is not as easy as it looks.
Twain convinces his pilot to teach him how to navigate a riverboat.
Twain is concerned about not having enough money to survive.

Question 1

They worked together for an hour or more without speaking. Ellen was
grave and absorbed in the anxious thoughts of that spring; Jethro was
accustomed to adapting himself to the behaviors and moods of older
people, and he found enough in the world about him to occupy his
interest as he worked.
1st person
2nd person
3rd person limited
3rd person omniscient

6. RL.2 Write a sentence that states the theme of the story.

Which best explains why myths are created ?

, explain how setting can reveal the theme of a text.

4. What are the lessons that Dickens (author) was trying to teach
us in "A Christmas Carol"? How well did he succeed?

My parents came here from Colombia during a time of great instability there. Escaping a dire economic situation at home, they moved to New Jersey, where they had friends and family, seeking a better life, and then moved to Boston after I was born. Throughout my childhood I watched my parents try to become legal but to no avail. They lost their money to people they believed to be attorneys, but who ultimately never helped. That meant my childhood was haunted by the fear that they would be deported. If I didn’t see anyone when I walked in the door after school, I panicked. And then one day, my fears were realized. I came home from school to an empty house. Lights were on and dinner had been started, but my family wasn’t there. Neighbors broke the news that my parents had been taken away by immigration officers, and just like that, my stable family life was over. Not a single person at any level of government took any note of me. No one checked to see if I had a place to live or food to eat, and at 14, I found myself basically on my own. While awaiting deportation proceedings, my parents remained in detention near Boston, so I could visit them. They would have liked to fight deportation, but without a lawyer, and with an immigration system that rarely gives judges the discretion to allow families to stay together, they never had a chance. Finally, they agreed for me to continue my education at Boston Arts Academy, a performing arts high school, and the parents of friends graciously took me in. I was lucky to have good friends, but I had a rocky existence. I was always insecure about being a nuisance and losing my invitation to stay. I worked a variety of jobs in retail and at coffee shops all through high school. And, though I was surrounded by people who cared about me, part of me ached with every accomplishment, because my parents weren’t there to share my joy. My family and I worked hard to keep our relationships strong, but too-short phone calls and the annual summer visits I made to Colombia didn’t suffice. They missed many important events in my life, including my singing recitals—they watched my senior recital on a tape I sent them instead of from the audience. And they missed my prom, my college application process and my graduations from high school and college. My story is all too common. Every day, children who are U.S. citizens are separated from their families as a result of immigration policies that need fixing. I consider myself lucky because things turned out better for me than for most, including some of my own family members. When my brother was deported, his daughter was just a toddler. She still had her mother, but in a single-parent household, she faced a lot of challenges. My niece made the wrong friends and bad choices. Today, she is serving time in jail, living the reality that I act out on screen.* I don’t believe her life would have turned out this way if her father and my parents had been here to guide and support her. I realize the issues are complicated. But it’s not just in the interest of immigrants to fix the system: It’s in the interest of all Americans. Children who grow up separated from their families often end up in foster care, or worse, in the juvenile justice system despite having parents who love them and would like to be able to care for them. I don’t believe it reflects our values as a country to separate children and parents in this way. Nor does it reflect our values to hold people in detention without access to good legal representation or a fair shot in a court of law. President Obama has promised to act on providing deportation relief for families across the country, and I would urge him to do so quickly. Keeping families together is a core American value. Congress needs to provide a permanent, fair legislative solution, but in the meantime families are being destroyed every day, and the president should do everything in his power to provide the broadest relief possible now. Not one more family should be separated by deportation. From "My Parents Were Deported" by Diane Guerrero (Copyright © Diane Guerrero, 2014).

What quote best in “the lottery” best represents the moral that things aren’t always what they seem?

Do you know the meanings of terms like “aidenn” or “gilead”?

Washington D.C. Is a federal district, which comes under the authority of the Congress, and is therefore not a part of any of the states. B. Washington State is named after George Washington, the first president of the United States. C. This city also has Ford's Theater, the United States Botanic Garden, and a Madame Tussauds Museum that houses life-size wax models of famous Americans. D. There is an exact copy of the U.S. Capitol at Madison, Wisconsin, called the Wisconsin State Capitol.

What did House's sister name the dog?

PLEASE HELP ME WITH NUMBER 7

In the space below, write a thematic statement for Liam O'Flaherty's
"The Sniper". Don't forget to refer back to your template.

how do stories like greek mythology teach us lessons?

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Whoever is correct gets Brainliest!!!!
To develop vocabulary, a student should increase his or her

A.)use of expression.
B.)use of punctuation.
C.)oral reading rate.
D.)familiarity with sight words.

Wow! There are so many _________________________ going on tonight! party's party's parties' parties' partys' partys' parties

Identify the tense of the italicized verb in the sentence below.

The whole family went to church this morning.

past
future perfect
present perfect
present
future
past perfect

Do you thing there are times when it is best to put a dream off?why or why not