from The Boston Girl by Anita Diamant 1
The settlement house was a four-story building that stood out from everything else in the neighborhood. It was new with yellow bricks instead of red. It had electricity in all the rooms so at night it lit up the street like a lantern. 2 It was busy all day. There was a baby nursery for mothers who worked, a woodshop to teach boys a trade, and English classes for immigrants. After dark, women would come to ask for food and coal so their children wouldn’t starve or freeze. The neighborhood was that poor. 3 Miss Edith Chevalier was in charge of all that and a lot more. She’s the one who started the library groups for girls. Sometimes she would look in and ask what we were reading—not to test us but just because she wanted to know. 4 That’s what happened on the day my club was reading “The Midnight Ride of Paul Revere” out loud. I guess I was better than the others because after the meeting, Miss Chevalier asked if I would recite the whole poem to the Saturday Club. She said a famous professor was going to give a lecture about Henry Wadsworth Longfellow, and she thought a presentation of his most famous poem would be a nice way to start the evening. 5 She said that I would have to memorize it, “But that shouldn’t be a problem for a girl of your ability.” I’m telling you, my feet didn’t touch the ground all the way home. It was the biggest thing that ever happened to me and I learned the whole poem by heart in two days so I’d be ready for our first “rehearsal.” 6 Miss Chevalier was a small woman, a few inches shorter than me, which meant less than five feet. She had a moon face and chubby fingers and coppery hair that sprang straight up from her head, which is why some of the girls called her The Poodle. But she had one of those smiles that makes you feel like you just did something right, which was a good thing since I was a nervous wreck when I went to her office to practice. 7 I only got halfway through the poem when Miss Chevalier stopped me and asked if I knew what impetuous meant. She was nice about it, but I wanted to sink through the floor because not only did I not know what the word meant, I had mispronounced it. 8 I’m sure I turned bright red, but Miss Chevalier pretended not to notice and handed me the dictionary and said to read the definition out loud. 9 I will never forget; impetuous means two things. “Rushing with great force or violence,” and “acting suddenly, with little thought.” 10 She asked me which one I thought Mr. Longfellow meant. I reread those definitions over and over, trying to figure out the right answer, but Miss Chevalier must have read my mind. “There is no wrong answer,” she said. “I want to know your opinion, Addie. What do you think?” 11 I had never been asked for my opinion, but I knew I couldn’t keep her waiting so I said the first thing that came into my head, which was, “Maybe he meant both.” 12 She liked that. “The patriots had to be impetuous both ways or they wouldn’t have dared challenge the British.” Then she asked, “Would you call yourself impetuous, Addie?” 13 That time, I knew she was asking for an opinion. “My mother thinks I am.” 14 She said mothers were right to be concerned for their daughters’ welfare. “But I believe that girls need gumption, too, especially in this day and age. I believe you are a girl with gumption.” 15 After I looked up gumption, I never let anyone call Miss Chevalier The Poodle again
. In the selection from The Boston Girl, what does the author’s portrayal of Miss Chevalier reveal to the reader?
A) Addie's surprise at Miss Chevalier's behavior
B) Addie's admiration of Miss Chevalier's personality
C) Addie's comfort with Miss Chevalier's criticisms
D) Addie's realization of Miss Chevalier's flaws

Answer:

D

Explanation:

D

In the selection from The Boston Girl, the author’s portrayal of Miss Chevalier reveal to the reader as Option D. i.e. Addie's realization of Miss Chevalier's flaws.

Anita Diamant's The Boston Girl is a superb transitioning novel told in the principal individual by the principle character, Addie Baum. Addie's granddaughter needs to know how Addie turned into the lady she is.

Addie educates her regarding every one of the encounters that formed her life, beginning in 1915, when she was a 15 year-old young lady living in North Boston with her Russian settler guardians.

Whenever a neighborhood library club allows her the opportunity to learn and spend seven days at the mid year motel Rockport Lodge, Addie experiences an assorted gathering of young ladies joined by their aspirations to be free young ladies.

The kinships she produces at Rockport Lodge endure forever and help her through numerous troublesome periods.

Companionship is a significant topic in the book "The Boston Girl" by Anita Diamant. Companionship ends up being stupendously basic to the existence of Addie, and to her companions too, and furthermore demonstrates intensely compelling concerning the plot.

Therefore, correct answer is option D.

For more information about The Boston Girl, refer the following link:

https://brainly.com/question/26573445

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New Technology Leads to Bigger Cities(Multiple choice 100 pts + brainliest!!!)

In the 1800s, the United States was still a very young nation, trying to solidify its identity. The Industrial Revolution began in Great Britain, a fast development of society following the introduction of machines. The United States was slower than Great Britain to fully embrace the changes. Yet key technological developments caused a rapid growth in American urban areas.

Better farming methods and tools in the 1800s increased food production. Americans were able to grow enough food for their families as well as to sell. The abundance caused food prices to fall.

The expansion of cotton and the growth of textile factories in northern states helped produce the first wave of American industry. More people turned to work in northern factories as a way to support their families. Thousands of immigrants to the United States also settled in or near port cities, looking for work. Even today, the need for work is a common reason people move to urban areas.

As a result, cities grew in numbers of people and physical space. As more people and businesses moved in, they needed buildings for living and working. They needed ways to move around the city. We call this process urbanization.

In 1820, the United States had only a few cities of 10,000 residents or more. About seven percent of U.S. residents lived in urban areas. The number of cities with more than 10,000 people grew quickly over the next 40 years, especially in the Northeast and Midwest. By 1860, about 20 percent lived in cities. Philadelphia and New York City were the most populated cities in 1860 and would soon reach one million residents.

The urbanization of the United States quickened due to technology improvements. Without innovations in food production, the factories could not have grown so quickly. The trend quickened after 1860 and continued throughout the 21st century as well. By 2007, more Americans lived in or near cities than they did in rural areas.

Which sentence from the introduction paragraph serves as the author's thesis?

In the 1800s, the United States was still a very young nation, trying to solidify its identity.
The Industrial Revolution began in Britain, a fast development of society following the introduction of machines.
The United States was slower than Britain to fully embrace the changes.
Yet key technological developments caused a rapid growth in American urban areas.

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