Answer a series of questions about several works of art and literature inspired by Ovid's story of Daedalus and Icarus. First, compare and contrast the theme of Ovid's story with that of Brueghel's painting Landscape with the Fall of Icarus. Then compare and contrast two poems with Brueghel's painting and with each other.

Your assignment should include the following elements:
~Clear and detailed responses to questions about the similarities and differences between two works
~Examples that support your answers
~A clear understanding of how an author interprets or transforms an existing work in a new medium

You should have completed a draft of this assignment in the activity before this one. If you haven't done so, go back and complete that activity now.

Question from select the correct answer. what argument is susan b. anthony making in the passage? a. male citizens created the laws to secure the rights of men, so legal reform is required to secure women’s rights. b. women are often punished for committing criminal acts that are pardoned when committed by men. c. women are judged under laws supposedly written only for males, so they are entitled to the same rights as males. d. the court judge modified the original documents to arrest and try anthony unfairly. has anyone else got this?

  which statement describes the main argument of truth’s speech

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?