...the ideal of fostering and developing the traits and talents of the Negro, not in opposition to or contempt for other races, but rather in large conformity to the greater ideals of the American Republic... In comparison to DuBois' statement, does the development of Jefferson's argument throughout the passage demonstrates a similarity or difference in thought?

A
Jefferson's perspective is similar because he wants to encourage the Indians to hunt.

B
Jefferson's perspective is not similar because he is most concerned with the extension of U. S. territory.

C
Jefferson's perspective is similar because he suggests giving "light and cheap presents" to the Indians.

D
Jefferson's perspective is not similar because he is most concerned with the welfare of the Indians.

given the fact that the question is about the detail that best support the idea that oppressive leaders use   propaganda to achieve thir goals,   the first option does not refer to any kind of propaganda, since it only tells about that the milk and the windfall apple should be reserved for the pigs. in the second option, that is, "snowball and napoleon sent out flights of pigeons whose instructions were to mingle with the animals on the neighbouring farms, tell them the story of the rebellion, and teach them the tune of "beasts of england". it can be identified that the oppressors make use of the propaganda, which is represented by the pigeons, and the information they have to tell other animals about what was happening in the farm in order to get their objectives. for that reason, the right answer is the second option, taking into account that the third option do not refer to propaganda since it only talks about that they did not want jones back. and, finally, the last option refers to the result of the given news, but it does not mean about the propaganda they used to achieve their goals.

in the quotation from passage, connie willis states that literature is a way for authors from the past to communicate with readers of today. we can read their stories, books, and other texts to learn lessons about life. willis refers to these lessons as messages “from beyond the grave.” willis has a favorable viewpoint about the timelessness of literature.