Tag: Model Answer

  • [Solved] history (V-Mar)

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    There are two different proposals **files (4)** – ## Chapter2RiversCitiesandFirstStates-GoogleSlides.pdf – ## annotated-ProposalGlobalLiteracyandReflection.docx.pdf – ## ProposalOrganization-12.docx – ## globalliteracyproposal.docx **## Chapter2RiversCitiesandFirstStates-GoogleSlides.pdf** File Edit…

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    Assignment Prompt & Instructions

    There are two different proposals

    **files (4)**

    – ## Chapter2RiversCitiesandFirstStates-GoogleSlides.pdf

    – ## annotated-ProposalGlobalLiteracyandReflection.docx.pdf

    – ## ProposalOrganization-12.docx

    – ## globalliteracyproposal.docx

    **## Chapter2RiversCitiesandFirstStates-GoogleSlides.pdf**

    File Edit View Help

    Fit View only

    1

    2

    3

    4

    5

    6

    Chapter 2: Rivers, Cities, and First States Slideshow   Share

    [https://docs.google.com/presentation/u/0/?pli=1&authuser=0&usp=slides_web](https://docs.google.com/presentation/u/0/?pli=1&authuser=0&usp=slides_web)

    **## annotated-ProposalGlobalLiteracyandReflection.docx.pdf**

    Question-How does Constantine’s endorsement contribute to the spread of Christianity compare
    to Ashoka’s endorsement to the spread of Buddhism?

    Citation for first piece of historical evidence- Kaling Edict (261 BCE) Asoka (pg. 306)

    The first piece of evidence is the Kalinga edict from Asoka in 261 BCE. This piece of evidence
    shows that the ruler Asoka endorsed Buddhism and participated in its spread during his reign.
    Asoka had many pillars set up around his Empire which declared his Buddhist faith. The Kalinga
    edict shows Asoka’s intention to rule according to dharma practices and to spread it among his
    people. He states that deporting and killing thousands of people has been done in the past but
    now killing even a small percentage of that is offensive to him. He stresses that he wants to
    forgive people even when they do him wrong and show respect for all creatures in adherence to
    his faith. He also shows that he wants these practices to continue for his people by encouraging
    future rulers of his family to rule by the dharma practices. He believes following these practices
    would make them happy in this life and next and it would be better to have people convert to
    dharma willingly.

    Citation for second piece of historical evidence -The Practice of Perfect Wisdom (100 BCE)
    (pg. 309)

    The second piece of evidence “the Practice of Perfect wisdom is 41 verses taken from a
    Perfection of Wisdom in 8,000 lines. This Buddhist text written around 100 BCE. shows
    evidence of movement of Buddhism along the silk roads. One of the scrolls has been found in the
    Kharosthi script which is one of the languages used by Asoka to spread his messages. This same
    text can be found translated in Chinese. It was preserved by a Chinese monk who travelled
    between Pakistan and the Han capital. This shows the great distance the message travelled.

    Citation for third piece of historical evidence- Recovery of the Cross of Christ by Helena (325
    CE) (pg. 410)

    The third piece of evidence is the “Recovery of the Cross of Christ by Helena written in 325 CE
    by Socrates. Socrates’ Ecclesiastical History was a history of Christianity from 305 CE to 439
    CE. He tells of the story of when Constantine’s mother, Helena, found the cross that Jesus was
    crucified on. After having a dream, his mother travels to Jerusalem and uses a dying women’s
    recovery to tell which cross belonged to Jesus. She sent some of the nails from the cross to
    Constantine which he had made into a helmet and bridle bits which he used in military
    expeditions. In his story he also explains that Christianity spread to different parts of the world
    when apostles travelled to such places as Ethiopia and India to spread the word and to make
    converts of the people.

    **## ProposalOrganization-12.docx**

    Sample Proposal Organization

    | | |
    | — | — |
    | **Introduction/Background** | Clearly and fully defines the problem or opportunity addressed by the proposal, and <br>**briefly** presents the solution idea; convinces the reader that there is a clear need, and a clear benefit to the proposed idea. |
    | **Project Description** | Detailed description of solution idea and detailed explanation of how the proposed idea will improve the situation:<br>1. Confirm feasibility (is it do-able?) How will you find out?<br>2. Explain the specific benefits of implementing the idea and the consequences of not doing it<br>3. Give a detailed description or explanation of your proposed idea or methodology, and the resources needed to achieve goals<br>4. Address potential obstacles or objections; concede where appropriate |
    | **Credentials** | Establish writer’s qualifications and experience to lead this project. What skills, experience or education do you have to implement and execute this business idea. |
    | **Timeline and Budget** | Provide a detailed timeline for completion of project (use a Gantt chart to indicate when each stage of the project will be complete). Provide an itemized budget for completing the proposed project. Give a budget detailing your startup cost of the resources, materials, supplies, employees to execute the venture. |
    | **Conclusion** | This is your last chance to convince the reader; be persuasive! |
    | **References** | List your research sources. Your reference page will be in APA style and identify at least 5 credible sources using APA format. |

    **## globalliteracyproposal.docx**

    Part A (V)

    Proposal: Global Literacy and Reflection Assignment Step

    ·
    **Due** Sunday by 11:59pm

    ·
    **Submitting** a text entry box or a file upload

    ·
    **Available** until Apr 12 at 11:59pm

    Building on the Definitions and Questions assignment, you will propose a historical question related to global literacy you want to answer in your term paper. You will also identify three pieces of historical evidence (primary source, image, map) from the textbook, student site, or other course materials. A reminder that this assignment should use material from Chapter 13 or
    _earlier_.

    Format:

    _Name_

    _Question_

    _Citation for first piece of historical evidence (title, page number in the textbook or "student site")_

    100 word summary of piece of evidence, focusing on how it relates to the question.

    _Citation for second piece of historical evidence (title, page number in the textbook or "student site")_

    100 word summary of piece of evidence, focusing on how it relates to the question.

    _Citation for third piece of historical evidence if applicable (title, page number in the textbook or "student site")_

    100 word summary of piece of evidence, focusing on how it relates to the question.

    **To find sources:** Each textbook chapter concludes with a collection of primary source documents and related images. The
    [student site](https://uncfsu.instructure.com/courses/49327/modules/403145) includes additional primary source documents and images related to the chapter.

    Other sources may be used, but must receive written permission from the instructor.

    A sample proposal from an earlier semester can be seen
    [here](https://uncfsu.instructure.com/courses/49327/files/9628330?wrap=1) [Download here](https://uncfsu.instructure.com/courses/49327/files/9628330/download?download_frd=1).

    I will attach

    **Part B (Mar)**

    **Creating a Proposal for a New Idea**

    Write a three-page business proposal in which you identify a company you would like to create.

    A new venture: Create a job rather than finding a job: Building Great Business Ideas. Entrepreneurship is an option that many people pursue, especially in our expanding freelance and small-business economy. There are some key elements to all successful businesses.

    1. Ensure a clear demand for your product or services. Every business idea should have hard and clear evidence of demand in your market or field.

    2. Setting SMART goals in the short term will set your business for success in the long term.

    3. Have a vision that can grow.

    4. Work from an idea that motivates you.

    The objective of the business proposal is to demonstrate your ability to write a formal document.

    The Business Proposal will be a document you submit to a lender or angel investor for potential startup funding to invest in your business venture. This is an informational and persuasive message.

    The Business Proposal must include the following: Please read the attachment and follow the format.

    Attached is how your proposal should be organized. You will be graded on organization and how well-written and comprehensive your proposal is.
    **Please make sure you show your citation in the body of the paper and include the reference page. The citation and reference must be in APA format.**

    I have attached the example proposal.

    **## globalliteracyproposal.docx**

    Part A (V)

    Proposal: Global Literacy and Reflection Assignment Step

    ·
    **Due** Sunday by 11:59pm

    ·
    **Submitting** a text entry box or a file upload

    ·
    **Available** until Apr 12 at 11:59pm

    Building on the Definitions and Questions assignment, you will propose a historical question related to global literacy you want to answer in your term paper. You will also identify three pieces of historical evidence (primary source, image, map) from the textbook, student site, or other course materials. A reminder that this assignment should use material from Chapter 13 or
    _earlier_.

    Format:

    _Name_

    _Question_

    _Citation for first piece of historical evidence (title, page number in the textbook or "student site")_

    100 word summary of piece of evidence, focusing on how it relates to the question.

    _Citation for second piece of historical evidence (title, page number in the textbook or "student site")_

    100 word summary of piece of evidence, focusing on how it relates to the question.

    _Citation for third piece of historical evidence if applicable (title, page number in the textbook or "student site")_

    100 word summary of piece of evidence, focusing on how it relates to the question.

    **To find sources:** Each textbook chapter concludes with a collection of primary source documents and related images. The
    [student site](https://uncfsu.instructure.com/courses/49327/modules/403145) includes additional primary source documents and images related to the chapter.

    Other sources may be used, but must receive written permission from the instructor.

    A sample proposal from an earlier semester can be seen
    [here](https://uncfsu.instructure.com/courses/49327/files/9628330?wrap=1) [Download here](https://uncfsu.instructure.com/courses/49327/files/9628330/download?download_frd=1).

    I will attach

    **Part B (Mar)**

    **Creating a Proposal for a New Idea**

    Write a three-page business proposal in which you identify a company you would like to create.

    A new venture: Create a job rather than finding a job: Building Great Business Ideas. Entrepreneurship is an option that many people pursue, especially in our expanding freelance and small-business economy. There are some key elements to all successful businesses.

    1. Ensure a clear demand for your product or services. Every business idea should have hard and clear evidence of demand in your market or field.

    2. Setting SMART goals in the short term will set your business for success in the long term.

    3. Have a vision that can grow.

    4. Work from an idea that motivates you.

    The objective of the business proposal is to demonstrate your ability to write a formal document.

    The Business Proposal will be a document you submit to a lender or angel investor for potential startup funding to invest in your business venture. This is an informational and persuasive message.

    The Business Proposal must include the following: Please read the attachment and follow the format.

    Attached is how your proposal should be organized. You will be graded on organization and how well-written and comprehensive your proposal is.
    **Please make sure you show your citation in the body of the paper and include the reference page. The citation and reference must be in APA format.**

    I have attached the example proposal.

    **## Chapter2RiversCitiesandFirstStates-GoogleSlides.pdf**

    File Edit View Help

    Fit View only

    1

    2

    3

    4

    5

    6

    Chapter 2: Rivers, Cities, and First States Slideshow   Share

    [https://docs.google.com/presentation/u/0/?pli=1&authuser=0&usp=slides_web](https://docs.google.com/presentation/u/0/?pli=1&authuser=0&usp=slides_web)

    **## annotated-ProposalGlobalLiteracyandReflection.docx.pdf**

    Question-How does Constantine’s endorsement contribute to the spread of Christianity compare
    to Ashoka’s endorsement to the spread of Buddhism?

    Citation for first piece of historical evidence- Kaling Edict (261 BCE) Asoka (pg. 306)

    The first piece of evidence is the Kalinga edict from Asoka in 261 BCE. This piece of evidence
    shows that the ruler Asoka endorsed Buddhism and participated in its spread during his reign.
    Asoka had many pillars set up around his Empire which declared his Buddhist faith. The Kalinga
    edict shows Asoka’s intention to rule according to dharma practices and to spread it among his
    people. He states that deporting and killing thousands of people has been done in the past but
    now killing even a small percentage of that is offensive to him. He stresses that he wants to
    forgive people even when they do him wrong and show respect for all creatures in adherence to
    his faith. He also shows that he wants these practices to continue for his people by encouraging
    future rulers of his family to rule by the dharma practices. He believes following these practices
    would make them happy in this life and next and it would be better to have people convert to
    dharma willingly.

    Citation for second piece of historical evidence -The Practice of Perfect Wisdom (100 BCE)
    (pg. 309)

    The second piece of evidence “the Practice of Perfect wisdom is 41 verses taken from a
    Perfection of Wisdom in 8,000 lines. This Buddhist text written around 100 BCE. shows
    evidence of movement of Buddhism along the silk roads. One of the scrolls has been found in the
    Kharosthi script which is one of the languages used by Asoka to spread his messages. This same
    text can be found translated in Chinese. It was preserved by a Chinese monk who travelled
    between Pakistan and the Han capital. This shows the great distance the message travelled.

    Citation for third piece of historical evidence- Recovery of the Cross of Christ by Helena (325
    CE) (pg. 410)

    The third piece of evidence is the “Recovery of the Cross of Christ by Helena written in 325 CE
    by Socrates. Socrates’ Ecclesiastical History was a history of Christianity from 305 CE to 439
    CE. He tells of the story of when Constantine’s mother, Helena, found the cross that Jesus was
    crucified on. After having a dream, his mother travels to Jerusalem and uses a dying women’s
    recovery to tell which cross belonged to Jesus. She sent some of the nails from the cross to
    Constantine which he had made into a helmet and bridle bits which he used in military
    expeditions. In his story he also explains that Christianity spread to different parts of the world
    when apostles travelled to such places as Ethiopia and India to spread the word and to make
    converts of the people.

    **## ProposalOrganization-12.docx**

    Sample Proposal Organization

    | | |
    | — | — |
    | **Introduction/Background** | Clearly and fully defines the problem or opportunity addressed by the proposal, and <br>**briefly** presents the solution idea; convinces the reader that there is a clear need, and a clear benefit to the proposed idea. |
    | **Project Description** | Detailed description of solution idea and detailed explanation of how the proposed idea will improve the situation:<br>1. Confirm feasibility (is it do-able?) How will you find out?<br>2. Explain the specific benefits of implementing the idea and the consequences of not doing it<br>3. Give a detailed description or explanation of your proposed idea or methodology, and the resources needed to achieve goals<br>4. Address potential obstacles or objections; concede where appropriate |
    | **Credentials** | Establish writer’s qualifications and experience to lead this project. What skills, experience or education do you have to implement and execute this business idea. |
    | **Timeline and Budget** | Provide a detailed timeline for completion of project (use a Gantt chart to indicate when each stage of the project will be complete). Provide an itemized budget for completing the proposed project. Give a budget detailing your startup cost of the resources, materials, supplies, employees to execute the venture. |
    | **Conclusion** | This is your last chance to convince the reader; be persuasive! |
    | **References** | List your research sources. Your reference page will be in APA style and identify at least 5 credible sources using APA format. |

    **## globalliteracyproposal.docx**

    Part A (V)

    Proposal: Global Literacy and Reflection Assignment Step

    ·
    **Due** Sunday by 11:59pm

    ·
    **Submitting** a text entry box or a file upload

    ·
    **Available** until Apr 12 at 11:59pm

    Building on the Definitions and Questions assignment, you will propose a historical question related to global literacy you want to answer in your term paper. You will also identify three pieces of historical evidence (primary source, image, map) from the textbook, student site, or other course materials. A reminder that this assignment should use material from Chapter 13 or
    _earlier_.

    Format:

    _Name_

    _Question_

    _Citation for first piece of historical evidence (title, page number in the textbook or "student site")_

    100 word summary of piece of evidence, focusing on how it relates to the question.

    _Citation for second piece of historical evidence (title, page number in the textbook or "student site")_

    100 word summary of piece of evidence, focusing on how it relates to the question.

    _Citation for third piece of historical evidence if applicable (title, page number in the textbook or "student site")_

    100 word summary of piece of evidence, focusing on how it relates to the question.

    **To find sources:** Each textbook chapter concludes with a collection of primary source documents and related images. The
    [student site](https://uncfsu.instructure.com/courses/49327/modules/403145) includes additional primary source documents and images related to the chapter.

    Other sources may be used, but must receive written permission from the instructor.

    A sample proposal from an earlier semester can be seen
    [here](https://uncfsu.instructure.com/courses/49327/files/9628330?wrap=1) [Download here](https://uncfsu.instructure.com/courses/49327/files/9628330/download?download_frd=1).

    I will attach

    **Part B (Mar)**

    **Creating a Proposal for a New Idea**

    Write a three-page business proposal in which you identify a company you would like to create.

    A new venture: Create a job rather than finding a job: Building Great Business Ideas. Entrepreneurship is an option that many people pursue, especially in our expanding freelance and small-business economy. There are some key elements to all successful businesses.

    1. Ensure a clear demand for your product or services. Every business idea should have hard and clear evidence of demand in your market or field.

    2. Setting SMART goals in the short term will set your business for success in the long term.

    3. Have a vision that can grow.

    4. Work from an idea that motivates you.

    The objective of the business proposal is to demonstrate your ability to write a formal document.

    The Business Proposal will be a document you submit to a lender or angel investor for potential startup funding to invest in your business venture. This is an informational and persuasive message.

    The Business Proposal must include the following: Please read the attachment and follow the format.

    Attached is how your proposal should be organized. You will be graded on organization and how well-written and comprehensive your proposal is.
    **Please make sure you show your citation in the body of the paper and include the reference page. The citation and reference must be in APA format.**

    I have attached the example proposal.

    **## Chapter2RiversCitiesandFirstStates-GoogleSlides.pdf**

    File Edit View Help

    Fit View only

    1

    2

    3

    4

    5

    6

    Chapter 2: Rivers, Cities, and First States Slideshow   Share

    [https://docs.google.com/presentation/u/0/?pli=1&authuser=0&usp=slides_web](https://docs.google.com/presentation/u/0/?pli=1&authuser=0&usp=slides_web)

    **## annotated-ProposalGlobalLiteracyandReflection.docx.pdf**

    Question-How does Constantine’s endorsement contribute to the spread of Christianity compare
    to Ashoka’s endorsement to the spread of Buddhism?

    Citation for first piece of historical evidence- Kaling Edict (261 BCE) Asoka (pg. 306)

    The first piece of evidence is the Kalinga edict from Asoka in 261 BCE. This piece of evidence
    shows that the ruler Asoka endorsed Buddhism and participated in its spread during his reign.
    Asoka had many pillars set up around his Empire which declared his Buddhist faith. The Kalinga
    edict shows Asoka’s intention to rule according to dharma practices and to spread it among his
    people. He states that deporting and killing thousands of people has been done in the past but
    now killing even a small percentage of that is offensive to him. He stresses that he wants to
    forgive people even when they do him wrong and show respect for all creatures in adherence to
    his faith. He also shows that he wants these practices to continue for his people by encouraging
    future rulers of his family to rule by the dharma practices. He believes following these practices
    would make them happy in this life and next and it would be better to have people convert to
    dharma willingly.

    Citation for second piece of historical evidence -The Practice of Perfect Wisdom (100 BCE)
    (pg. 309)

    The second piece of evidence “the Practice of Perfect wisdom is 41 verses taken from a
    Perfection of Wisdom in 8,000 lines. This Buddhist text written around 100 BCE. shows
    evidence of movement of Buddhism along the silk roads. One of the scrolls has been found in the
    Kharosthi script which is one of the languages used by Asoka to spread his messages. This same
    text can be found translated in Chinese. It was preserved by a Chinese monk who travelled
    between Pakistan and the Han capital. This shows the great distance the message travelled.

    Citation for third piece of historical evidence- Recovery of the Cross of Christ by Helena (325
    CE) (pg. 410)

    The third piece of evidence is the “Recovery of the Cross of Christ by Helena written in 325 CE
    by Socrates. Socrates’ Ecclesiastical History was a history of Christianity from 305 CE to 439
    CE. He tells of the story of when Constantine’s mother, Helena, found the cross that Jesus was
    crucified on. After having a dream, his mother travels to Jerusalem and uses a dying women’s
    recovery to tell which cross belonged to Jesus. She sent some of the nails from the cross to
    Constantine which he had made into a helmet and bridle bits which he used in military
    expeditions. In his story he also explains that Christianity spread to different parts of the world
    when apostles travelled to such places as Ethiopia and India to spread the word and to make
    converts of the people.

    **## ProposalOrganization-12.docx**

    Sample Proposal Organization

    | | |
    | — | — |
    | **Introduction/Background** | Clearly and fully defines the problem or opportunity addressed by the proposal, and <br>**briefly** presents the solution idea; convinces the reader that there is a clear need, and a clear benefit to the proposed idea. |
    | **Project Description** | Detailed description of solution idea and detailed explanation of how the proposed idea will improve the situation:<br>1. Confirm feasibility (is it do-able?) How will you find out?<br>2. Explain the specific benefits of implementing the idea and the consequences of not doing it<br>3. Give a detailed description or explanation of your proposed idea or methodology, and the resources needed to achieve goals<br>4. Address potential obstacles or objections; concede where appropriate |
    | **Credentials** | Establish writer’s qualifications and experience to lead this project. What skills, experience or education do you have to implement and execute this business idea. |
    | **Timeline and Budget** | Provide a detailed timeline for completion of project (use a Gantt chart to indicate when each stage of the project will be complete). Provide an itemized budget for completing the proposed project. Give a budget detailing your startup cost of the resources, materials, supplies, employees to execute the venture. |
    | **Conclusion** | This is your last chance to convince the reader; be persuasive! |
    | **References** | List your research sources. Your reference page will be in APA style and identify at least 5 credible sources using APA format. |

    **## globalliteracyproposal.docx**

    Part A (V)

    Proposal: Global Literacy and Reflection Assignment Step

    ·
    **Due** Sunday by 11:59pm

    ·
    **Submitting** a text entry box or a file upload

    ·
    **Available** until Apr 12 at 11:59pm

    Building on the Definitions and Questions assignment, you will propose a historical question related to global literacy you want to answer in your term paper. You will also identify three pieces of historical evidence (primary source, image, map) from the textbook, student site, or other course materials. A reminder that this assignment should use material from Chapter 13 or
    _earlier_.

    Format:

    _Name_

    _Question_

    _Citation for first piece of historical evidence (title, page number in the textbook or "student site")_

    100 word summary of piece of evidence, focusing on how it relates to the question.

    _Citation for second piece of historical evidence (title, page number in the textbook or "student site")_

    100 word summary of piece of evidence, focusing on how it relates to the question.

    _Citation for third piece of historical evidence if applicable (title, page number in the textbook or "student site")_

    100 word summary of piece of evidence, focusing on how it relates to the question.

    **To find sources:** Each textbook chapter concludes with a collection of primary source documents and related images. The
    [student site](https://uncfsu.instructure.com/courses/49327/modules/403145) includes additional primary source documents and images related to the chapter.

    Other sources may be used, but must receive written permission from the instructor.

    A sample proposal from an earlier semester can be seen
    [here](https://uncfsu.instructure.com/courses/49327/files/9628330?wrap=1) [Download here](https://uncfsu.instructure.com/courses/49327/files/9628330/download?download_frd=1).

    I will attach

    **Part B (Mar)**

    **Creating a Proposal for a New Idea**

    Write a three-page business proposal in which you identify a company you would like to create.

    A new venture: Create a job rather than finding a job: Building Great Business Ideas. Entrepreneurship is an option that many people pursue, especially in our expanding freelance and small-business economy. There are some key elements to all successful businesses.

    1. Ensure a clear demand for your product or services. Every business idea should have hard and clear evidence of demand in your market or field.

    2. Setting SMART goals in the short term will set your business for success in the long term.

    3. Have a vision that can grow.

    4. Work from an idea that motivates you.

    The objective of the business proposal is to demonstrate your ability to write a formal document.

    The Business Proposal will be a document you submit to a lender or angel investor for potential startup funding to invest in your business venture. This is an informational and persuasive message.

    The Business Proposal must include the following: Please read the attachment and follow the format.

    Attached is how your proposal should be organized. You will be graded on organization and how well-written and comprehensive your proposal is.
    **Please make sure you show your citation in the body of the paper and include the reference page. The citation and reference must be in APA format.**

    I have attached the example proposal.

  • [Solved] Grammar Project

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    This grammar project will help you deepen your understanding of key writing rules and strategies that are essential for success on the SAT. By researching and applying these rules, you'll sharpen your ability to revise for clarity, audience, purpose, grammar, and mechanics. The best way to master th…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    This grammar project will help you deepen your understanding of key writing rules and strategies that are essential for success on the SAT. By researching and applying these rules, you'll sharpen your ability to revise for clarity, audience, purpose, grammar, and mechanics.  The best way to master these concepts is to work with them in a real-world context, where you can see their impact on clear and effective writing.

    For this assignment, you will create a Grammar Guide.

    Your Grammar Guide should include the following:

    1. Research three rules or revision strategies for each of the following topics: Clarity, Audience, Purpose, Grammar, and Mechanics. You will have 15 rules.
    2. Locate at least two current event articles that have been published within two weeks. You may use more if needed.
    3. Create a presentation that features a slide or page for **each** of the following for 15 rules or revision strategies.
    4. Topic
    5. Rule or Revision Strategy
    6. Original SAT-style question, written by you, that illustrates the rule or revision using text pulled from the current event articles. Your questions should be written in multiple-choice format with at least four choices. Note: you are not looking for articles that are grammatically incorrect. You are using text from the article and creating a question such as "how could this sentence be revised for an audience of high school freshmen?"
    7. Correct answer for your SAT question with an explanation of why the answer is correct
    8. Well-written, grammatically correct reflection (1-2 sentences in length) explaining how understanding this rule or revision strategy will assist you in answering questions on the SAT
    9. Link to the article used on the slide

  • [Solved] European Imperalism Project Presentation

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    The final project for this module will be for you to select one time period from the options provided and create a presentation of your choice highlighting specific topics about the time period while highlighting the theme of Corruption and Independence. Upon completion, upload your project. _You ma…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    The final project for this module will be for you to select one time period from the options provided and create a presentation of your choice highlighting specific topics about the time period while highlighting the theme of Corruption and Independence. Upon completion, upload your project. _You may not use any information about the people and events already covered in the module._ Your research should include new people and events. For instance, Nelson Mandela should not be in your presentation. When you include the five events from the time period, be detailed in the who, what, when, where, and why. Include images. Do not skimp on the information on any of the slides. This is a major grade, and it should reflect effort, creativity, and understanding. Simply copying and pasting will earn a poor score. Be sure to include a Works Cited to show where your information was obtained.

  • [Solved] engl (el)

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    **files (1)** – ## Engl110ElPartAB.docx **## Engl110ElPartAB.docx** **Part A** **Reflection #7: Using GenAI When Revising** Reflection is an essential part of the learning process. It encourages us to become more self-aware about our knowledge or lack of it; it helps us remember what we have learned…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## Engl110ElPartAB.docx

    **## Engl110ElPartAB.docx**

    **Part A**

    **Reflection #7: Using GenAI When Revising**

    Reflection is an essential part of the learning process. It encourages us to become more self-aware about our knowledge or lack of it; it helps us remember what we have learned so we can make improvements. When we reflect, it allows us to see our growth and check our progress, which can lead to a sense of accomplishment. The journey through reflection helps to make evident what is needed to continue to grow and learn.

    [**Reflective Writing Tips**](https://lit.libguides.com/reflective-practice-tips/writing)

    **Assignment Focus:**

    In this reflection, I'd like you to analyze your practical experiences using Gen AI to refine and revise an essay.

    **Instructions:**

    **Answer the following questions in a paragraph in an MLA-formatted Word document.**

    1. Reflect on how Gen AI changed how you perceive your writing.

    2. How did Gen AI help you see your essay differently?

    3. Why did you find certain recommendations more useful than others?

    4. How did those changes improve your final draft?

    5. In addition, reflect on how Gen AI influenced your choices in revising your work.

    6. Did it suggest changes that you initially disagreed with?

    7. How did you reconcile these suggestions with your own writing style and voice?

    8. What aspects of the feedback resonated with you, and what aspects did you choose to modify or disregard?

    9. Last, consider how useful you found using Gen AI.

    10. How would your essay have differed if you had ignored the AI’s suggestions entirely?

    11. What are both the strengths and weaknesses of using AI in your revisions?

    12. How could these experiences inform your future writing and revision practices?

    **Part B**

    **ASSIGNMENT 8.1: 📝Editing and Proofreading**

    **Assignment Instructions**

    **📝** Editing and Proofreading An Essay

    This activity is designed to help you develop and hone your editing and proofreading skills. Too often, students confuse editing with revision. They are
    not the same processes.
    _Editing is the process of finding minor problems with a text – problems that might easily be fixed by deleting a word or sentence, cutting and pasting a paragraph, and so on._ When you edit, you are considering your reader. You might be happy with how you've written your paper, but will your reader find your paper clear, readable, and interesting? How can you rewrite the paper so that it is clearer, more concise, and most important of all, interesting to read? Is what you wrote unified? Coherent? Well-developed?

    _AI Reminder: Review the English department's AI policy located in the syllabus and at the top of the Content area of Blackboard. AI should not be used to write any part of this assignment — I want your own thoughts._

    Instructions: Steps 1-7

    Step 1: Print and Annotate to Edit a Copy

    · Print the error-filled essay. You MUST do this part BY HAND. (no digital annotating) Why? Because technology will show you where the errors are and show you how to fix them. We want you to learn to recognize where a problem lies the old-fashioned way and think critically about how to fix it.

    · Read the entire essay once to understand the topic and tone.

    Error_Filled_Technology_Essay_MLA.docx (I attached this)

    Step 2: Check Spelling and Capitalization

    🔍 What to Do:

    · Carefully read each sentence and highlight in GREEN any words that appear misspelled.

    · Look for homophones (e.g.,
    _your_ vs.
    _you’re_,
    _then_ vs.
    _than_).

    · Make sure proper nouns and the first word of each sentence are capitalized.

    Step 3: Identify Grammar and Sentence Structure Errors

    🔍 What to Do:

    · Carefully read each sentence and highlight any areas with these kinds of errors in YELLOW.

    · Look for:

    · Sentence fragments (incomplete thoughts)

    · Run-on sentences or comma splices (two sentences joined incorrectly)

    · Subject-verb agreement issues (e.g.,
    _she go_ →
    _she goes_)

    · Inconsistent verb tenses (e.g., mixing past and present)

    · Misplaced or dangling modifiers (phrases in the wrong place)]

    Step 4: Improve Clarity and Word Choice

    🔍 What to Do:

    · Highlight vague, informal, or awkward phrases (e.g., “like totally,” “talk good”) in BLUE.

    · Identify repetitive words or phrases that could be reworded.

    · Look for overly casual or slangy language inappropriate for formal writing.

    Step 5: Check Tone, Point of View, Formality, Paragraph Structure, and Organization

    🔍 What to Do:

    · Circle any place where the tone shifts (e.g., using “you” in some parts, “people” or “we” in others).

    · Eliminate slang or conversational phrases that reduce credibility.

    · Ensure the tone is consistent, objective, and academic.

    · Add or revise topic sentences to reflect each paragraph’s main idea.

    · Add transition words (e.g., “in addition,” “however,” “for example”) for flow.

    Step 6: Review Formatting and MLA Style

    🔍 What to Do:

    ·
    Now you can go digital! Open the document in Word, insert your corrections from Steps 1-6, and make MLA formatting corrections.

    · Check MLA requirements:

    · Name, class, date, title

    · Double-spaced text, 12 pt Times New Roman font

    · One-inch margins

    · Indented the first lines of each paragraph

    ✅ Step 7: Proofread!

    · Read the essay out loud or ask a peer to read it to catch missed errors.

    · Check each sentence for clarity, correctness, and flow.

    · Make any last adjustments before submitting.

    Submit Your Work: Submit BOTH your hand-highlighted and annotated copy as a scanned PDF document or a JPEG screenshot AND your corrected and properly formatted Word document.

    Submission

    Text Editor

    Description

    This activity is designed to help you develop and hone your editing and proofreading skills. Too often, students confuse editing with revision. They are not the same processes. When you edit, you are considering your reader. You might be happy with how you've written your paper, but will your reader find your paper clear, readable, and interesting? How can you rewrite the paper so that it is clearer, more concise, and most important of all, interesting to read? Let's practice ways to accomplish this.

    **## Engl110ElPartAB.docx**

    **Part A**

    **Reflection #7: Using GenAI When Revising**

    Reflection is an essential part of the learning process. It encourages us to become more self-aware about our knowledge or lack of it; it helps us remember what we have learned so we can make improvements. When we reflect, it allows us to see our growth and check our progress, which can lead to a sense of accomplishment. The journey through reflection helps to make evident what is needed to continue to grow and learn.

    [**Reflective Writing Tips**](https://lit.libguides.com/reflective-practice-tips/writing)

    **Assignment Focus:**

    In this reflection, I'd like you to analyze your practical experiences using Gen AI to refine and revise an essay.

    **Instructions:**

    **Answer the following questions in a paragraph in an MLA-formatted Word document.**

    1. Reflect on how Gen AI changed how you perceive your writing.

    2. How did Gen AI help you see your essay differently?

    3. Why did you find certain recommendations more useful than others?

    4. How did those changes improve your final draft?

    5. In addition, reflect on how Gen AI influenced your choices in revising your work.

    6. Did it suggest changes that you initially disagreed with?

    7. How did you reconcile these suggestions with your own writing style and voice?

    8. What aspects of the feedback resonated with you, and what aspects did you choose to modify or disregard?

    9. Last, consider how useful you found using Gen AI.

    10. How would your essay have differed if you had ignored the AI’s suggestions entirely?

    11. What are both the strengths and weaknesses of using AI in your revisions?

    12. How could these experiences inform your future writing and revision practices?

    **Part B**

    **ASSIGNMENT 8.1: 📝Editing and Proofreading**

    **Assignment Instructions**

    **📝** Editing and Proofreading An Essay

    This activity is designed to help you develop and hone your editing and proofreading skills. Too often, students confuse editing with revision. They are
    not the same processes.
    _Editing is the process of finding minor problems with a text – problems that might easily be fixed by deleting a word or sentence, cutting and pasting a paragraph, and so on._ When you edit, you are considering your reader. You might be happy with how you've written your paper, but will your reader find your paper clear, readable, and interesting? How can you rewrite the paper so that it is clearer, more concise, and most important of all, interesting to read? Is what you wrote unified? Coherent? Well-developed?

    _AI Reminder: Review the English department's AI policy located in the syllabus and at the top of the Content area of Blackboard. AI should not be used to write any part of this assignment — I want your own thoughts._

    Instructions: Steps 1-7

    Step 1: Print and Annotate to Edit a Copy

    · Print the error-filled essay. You MUST do this part BY HAND. (no digital annotating) Why? Because technology will show you where the errors are and show you how to fix them. We want you to learn to recognize where a problem lies the old-fashioned way and think critically about how to fix it.

    · Read the entire essay once to understand the topic and tone.

    Error_Filled_Technology_Essay_MLA.docx (I attached this)

    Step 2: Check Spelling and Capitalization

    🔍 What to Do:

    · Carefully read each sentence and highlight in GREEN any words that appear misspelled.

    · Look for homophones (e.g.,
    _your_ vs.
    _you’re_,
    _then_ vs.
    _than_).

    · Make sure proper nouns and the first word of each sentence are capitalized.

    Step 3: Identify Grammar and Sentence Structure Errors

    🔍 What to Do:

    · Carefully read each sentence and highlight any areas with these kinds of errors in YELLOW.

    · Look for:

    · Sentence fragments (incomplete thoughts)

    · Run-on sentences or comma splices (two sentences joined incorrectly)

    · Subject-verb agreement issues (e.g.,
    _she go_ →
    _she goes_)

    · Inconsistent verb tenses (e.g., mixing past and present)

    · Misplaced or dangling modifiers (phrases in the wrong place)]

    Step 4: Improve Clarity and Word Choice

    🔍 What to Do:

    · Highlight vague, informal, or awkward phrases (e.g., “like totally,” “talk good”) in BLUE.

    · Identify repetitive words or phrases that could be reworded.

    · Look for overly casual or slangy language inappropriate for formal writing.

    Step 5: Check Tone, Point of View, Formality, Paragraph Structure, and Organization

    🔍 What to Do:

    · Circle any place where the tone shifts (e.g., using “you” in some parts, “people” or “we” in others).

    · Eliminate slang or conversational phrases that reduce credibility.

    · Ensure the tone is consistent, objective, and academic.

    · Add or revise topic sentences to reflect each paragraph’s main idea.

    · Add transition words (e.g., “in addition,” “however,” “for example”) for flow.

    Step 6: Review Formatting and MLA Style

    🔍 What to Do:

    ·
    Now you can go digital! Open the document in Word, insert your corrections from Steps 1-6, and make MLA formatting corrections.

    · Check MLA requirements:

    · Name, class, date, title

    · Double-spaced text, 12 pt Times New Roman font

    · One-inch margins

    · Indented the first lines of each paragraph

    ✅ Step 7: Proofread!

    · Read the essay out loud or ask a peer to read it to catch missed errors.

    · Check each sentence for clarity, correctness, and flow.

    · Make any last adjustments before submitting.

    Submit Your Work: Submit BOTH your hand-highlighted and annotated copy as a scanned PDF document or a JPEG screenshot AND your corrected and properly formatted Word document.

    Submission

    Text Editor

    Description

    This activity is designed to help you develop and hone your editing and proofreading skills. Too often, students confuse editing with revision. They are not the same processes. When you edit, you are considering your reader. You might be happy with how you've written your paper, but will your reader find your paper clear, readable, and interesting? How can you rewrite the paper so that it is clearer, more concise, and most important of all, interesting to read? Let's practice ways to accomplish this.

  • [Solved] classmates Discussion Threads Investing, Budgeting, Wealth Management

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    DISCUSSION ASSIGNMENT INSTRUCTIONS OVERVIEW INSTRUCTIONS In addition to the thread, you are required to reply to 2 other classmates’ threads. Each reply must be 450–600 words and include 2 peer-reviewed references and one biblical integration. – [\ \ classmatesDiscussionThreadsInvestingBudgetingWe…

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    DISCUSSION ASSIGNMENT INSTRUCTIONS

    OVERVIEW

    INSTRUCTIONS

    In addition to the thread, you are required to reply to 2 other classmates’ threads. Each reply

    must be 450–600 words and include 2 peer-reviewed references and one biblical integration.

    – [\
    \
    classmatesDiscussionThreadsInvestingBudgetingWealthManagement.docx](https://www.sweetstudy.com/files/classmatesdiscussionthreadsinvestingbudgetingwealthmanagement-docx "classmatesDiscussionThreadsInvestingBudgetingWealthManagement.docx")

  • [Solved] chapt 7

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    In-depth study guidance and analytical solution covering chapt 7.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Week 1 clinic skills

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    – Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills Self-Assessment Form. – Based on your ratings, summarize your strengths and opportunities for improvement. – Based on your self-assessment and theory of nursing practice, develop three to f…

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    – Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills Self-Assessment Form.
    – Based on your ratings, summarize your strengths and opportunities for improvement.
    – Based on your self-assessment and theory of nursing practice, develop three to four (3–4) measurable goals and objectives for this practicum experience. Include them on the designated area of the form.

  • [Solved] assitant needed SL Kenniqua

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    please see attachment **files (2)** – ## thelottery.docx – ## TheLottery22.docx **## thelottery.docx** Using the short story, "The Lottery," please provide an example of each of the following concepts. **_Include the page number in your answer._** 1. What is a social fact from the story? Why should …

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    please see attachment

    **files (2)**

    – ## thelottery.docx

    – ## TheLottery22.docx

    **## thelottery.docx**

    Using the short story, "The Lottery," please provide an example of each of the following concepts.
    **_Include the page number in your answer._**

    1.      What is a social fact from the story? Why should it be considered a social fact?

    2.      From our discussion on Culture, give an example of the following:

    a.      Symbol

    b.      One cognitive component (tell which cognitive component it is)

    3.      From our discussion of Culture, give an example of each type of social norm.

    a.      Folkway

    b.      More

    4.      Provide an example of Cultural Change. Tell whether it is invention, discovery or diffusion.

    5.      From our discussion on Group Dynamics, provide an example of the following:

    a.      Achieved Status

    b.      Role

    c.      Role conflict

    6.      Give an example of a symptom of Groupthink from the following list:

    a.      Illusion of invulnerability

    b.      Belief in inherent morality

    c.      Rationalization

    d.      Stereotyping

    e.      Self-Censorship

    f.       Direct Pressure

    g.      Mind-guards

    h.      Illusion of unanimity

    Provide an explanation of why the symptom of Groupthink applies to the example you provided

    7.      Give an example of
    **_each_** of Weber’s ideal types of authority.

    8.       Pretend a scientist wants to test the saying, ‘Lottery in June, corn be heavy soon.’ In setting up a research model based on the saying, which would be the dependent variable and which would be the independent variable?

    9.      Which of the social theories we discussed would you use to study to the community described in “The Lottery” and why?

    **## TheLottery22.docx**

    Fiction

    The Lottery

    By
    [Shirley Jackson](https://www.newyorker.com/contributors/shirley-jackson)

    June 18, 1948

    **_Audio:_** Read by A. M. Homes.|||

    The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 26th, but in this village, where there were only about three hundred people, the whole lottery took only about two hours, so it could begin at ten o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner.

    The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix—the villagers pronounced this name “Dellacroy”—eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at the boys, and the very small children rolled in the dust or clung to the hands of their older brothers or sisters.

    Bottom of Form

    Soon the men began to gather, surveying their own children, speaking of planting and rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. The women, wearing faded house dresses and sweaters, came shortly after their menfolk. They greeted one another and exchanged bits of gossip as they went to join their husbands. Soon the women, standing by their husbands, began to call to their children, and the children came reluctantly, having to be called four or five times. Bobby Martin ducked under his mother’s grasping hand and ran, laughing, back to the pile of stones. His father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother.

    The lottery was conducted—as were the square dances, the teen-age club, the Halloween program—by Mr. Summers, who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the coal business, and people were sorry for him, because he had no children and his wife was a scold. When he arrived in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he waved and called, “Little late today, folks.” The postmaster, Mr. Graves, followed him, carrying a three-legged stool, and the stool was put in the center of the square and Mr. Summers set the black box down on it. The villagers kept their distance, leaving a space between themselves and the stool, and when Mr. Summers said, “Some of you fellows want to give me a hand?,” there was a hesitation before two men, Mr. Martin and his oldest son, Baxter, came forward to hold the box steady on the stool while Mr. Summers stirred up the papers inside it.

    The original paraphernalia for the lottery had been lost long ago, and the black box now resting on the stool had been put into use even before Old Man Warner, the oldest man in town, was born. Mr. Summers spoke frequently to the villagers about making a new box, but no one liked to upset even as much tradition as was represented by the black box. There was a story that the present box had been made with some pieces of the box that had preceded it, the one that had been constructed when the first people settled down to make a village here. Every year, after the lottery, Mr. Summers began talking again about a new box, but every year the subject was allowed to fade off without anything’s being done. The black box grew shabbier each year; by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained.

    Mr. Martin and his oldest son, Baxter, held the black box securely on the stool until Mr. Summers had stirred the papers thoroughly with his hand. Because so much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations. Chips of wood, Mr. Summers had argued, had been all very well when the village was tiny, but now that the population was more than three hundred and likely to keep on growing, it was necessary to use something that would fit more easily into the black box. The night before the lottery, Mr. Summers and Mr. Graves made up the slips of paper and put them into the box, and it was then taken to the safe of Mr. Summers’ coal company and locked up until Mr. Summers was ready to take it to the square next morning. The rest of the year, the box was put away, sometimes one place, sometimes another; it had spent one year in Mr. Graves’ barn and another year underfoot in the post office, and sometimes it was set on a shelf in the Martin grocery and left there.

    There was a great deal of fussing to be done before Mr. Summers declared the lottery open. There were the lists to make up—of heads of families, heads of households in each family, members of each household in each family. There was the proper swearing-in of Mr. Summers by the postmaster, as the official of the lottery; at one time, some people remembered, there had been a recital of some sort, performed by the official of the lottery, a perfunctory, tuneless chant that had been rattled off duly each year; some people believed that the official of the lottery used to stand just so when he said or sang it, others believed that he was supposed to walk among the people, but years and years ago this part of the ritual had been allowed to lapse. There had been, also, a ritual salute, which the official of the lottery had had to use in addressing each person who came up to draw from the box, but this also had changed with time, until now it was felt necessary only for the official to speak to each person approaching. Mr. Summers was very good at all this; in his clean white shirt and blue jeans, with one hand resting carelessly on the black box, he seemed very proper and important as he talked interminably to Mr. Graves and the Martins.

    Just as Mr. Summers finally left off talking and turned to the assembled villagers, Mrs. Hutchinson came hurriedly along the path to the square, her sweater thrown over her shoulders, and slid into place in the back of the crowd. “Clean forgot what day it was,” she said to Mrs. Delacroix, who stood next to her, and they both laughed softly. “Thought my old man was out back stacking wood,” Mrs. Hutchinson went on, “and then I looked out the window and the kids was gone, and then I remembered it was the twenty-seventh and came a-running.” She dried her hands on her apron, and Mrs. Delacroix said, “You’re in time, though. They’re still talking away up there.”

    Mrs. Hutchinson craned her neck to see through the crowd and found her husband and children standing near the front. She tapped Mrs. Delacroix on the arm as a farewell and began to make her way through the crowd. The people separated good-humoredly to let her through; two or three people said, in voices just loud enough to be heard across the crowd, “Here comes your Mrs., Hutchinson,” and “Bill, she made it after all.” Mrs. Hutchinson reached her husband, and Mr. Summers, who had been waiting, said cheerfully, “Thought we were going to have to get on without you, Tessie.” Mrs. Hutchinson said, grinning, “Wouldn’t have me leave m’dishes in the sink, now, would you, Joe?,” and soft laughter ran through the crowd as the people stirred back into position after Mrs. Hutchinson’s arrival.

    “Well, now,” Mr. Summers said soberly, “guess we better get started, get this over with, so’s we can go back to work. Anybody ain’t here?”

    “Dunbar,” several people said. “Dunbar, Dunbar.”

    Mr. Summers consulted his list. “Clyde Dunbar,” he said. “That’s right. He’s broke his leg, hasn’t he? Who’s drawing for him?”

    “Me, I guess,” a woman said, and Mr. Summers turned to look at her. “Wife draws for her husband,” Mr. Summers said. “Don’t you have a grown boy to do it for you, Janey?” Although Mr. Summers and everyone else in the village knew the answer perfectly well, it was the business of the official of the lottery to ask such questions formally. Mr. Summers waited with an expression of polite interest while Mrs. Dunbar answered.

    “Horace’s not but sixteen yet,” Mrs. Dunbar said regretfully. “Guess I gotta fill in for the old man this year.”

    “Right,” Mr. Summers said. He made a note on the list he was holding. Then he asked, “Watson boy drawing this year?”

    A tall boy in the crowd raised his hand. “Here,” he said. “I’m drawing for m’mother and me.” He blinked his eyes nervously and ducked his head as several voices in the crowd said things like “Good fellow, Jack,” and “Glad to see your mother’s got a man to do it.”

    “Well,” Mr. Summers said, “guess that’s everyone. Old Man Warner make it?”

    “Here,” a voice said, and Mr. Summers nodded.

    A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list. “All ready?” he called. “Now, I’ll read the names—heads of families first—and the men come up and take a paper out of the box. Keep the paper folded in your hand without looking at it until everyone has had a turn. Everything clear?”

    The people had done it so many times that they only half listened to the directions; most of them were quiet, wetting their lips, not looking around. Then Mr. Summers raised one hand high and said, “Adams.” A man disengaged himself from the crowd and came forward. “Hi, Steve,” Mr. Summers said, and Mr. Adams said, “Hi, Joe.” They grinned at one another humorlessly and nervously. Then Mr. Adams reached into the black box and took out a folded paper. He held it firmly by one corner as he turned and went hastily back to his place in the crowd, where he stood a little apart from his family, not looking down at his hand.

    “Allen,” Mr. Summers said. “Anderson. . . . Bentham.”

    “Seems like there’s no time at all between lotteries any more,” Mrs. Delacroix said to Mrs. Graves in the back row. “Seems like we got through with the last one only last week.”

    “Time sure goes fast,” Mrs. Graves said.

    “Clark. . . . Delacroix.”

    “There goes my old man,” Mrs. Delacroix said. She held her breath while her husband went forward.

    “Dunbar,” Mr. Summers said, and Mrs. Dunbar went steadily to the box while one of the women said, “Go on, Janey,” and another said, “There she goes.”

    “We’re next,” Mrs. Graves said. She watched while Mr. Graves came around from the side of the box, greeted Mr. Summers gravely, and selected a slip of paper from the box. By now, all through the crowd there were men holding the small folded papers in their large hands, turning them over and over nervously. Mrs. Dunbar and her two sons stood together, Mrs. Dunbar holding the slip of paper.

    “Harburt. . . . Hutchinson.”

    “Get up there, Bill,” Mrs. Hutchinson said, and the people near her laughed.

    “Jones.”

    “They do say,” Mr. Adams said to Old Man Warner, who stood next to him, “that over in the north village they’re talking of giving up the lottery.”

    Old Man Warner snorted. “Pack of crazy fools,” he said. “Listening to the young folks, nothing’s good enough for
    _them_. Next thing you know, they’ll be wanting to go back to living in caves, nobody work any more, live
    _that_ way for a while. Used to be a saying about ‘Lottery in June, corn be heavy soon.’ First thing you know, we’d all be eating stewed chickweed and acorns. There’s
    _always_ been a lottery,” he added petulantly. “Bad enough to see young Joe Summers up there joking with everybody.”

    “Some places have already quit lotteries,” Mrs. Adams said.

    “Nothing but trouble in
    _that_,” Old Man Warner said stoutly. “Pack of young fools.”

    “Martin.” And Bobby Martin watched his father go forward. “Overdyke. . . . Percy.”

    “I wish they’d hurry,” Mrs. Dunbar said to her older son. “I wish they’d hurry.”

    “They’re almost through,” her son said.

    “You get ready to run tell Dad,” Mrs. Dunbar said.

    Mr. Summers called his own name and then stepped forward precisely and selected a slip from the box. Then he called, “Warner.”

    “Seventy-seventh year I been in the lottery,” Old Man Warner said as he went through the crowd. “Seventy-seventh time.”

    “Watson.” The tall boy came awkwardly through the crowd. Someone said, “Don’t be nervous, Jack,” and Mr. Summers said, “Take your time, son.”

    “Zanini.”

    After that, there was a long pause, a breathless pause, until Mr. Summers, holding his slip of paper in the air, said, “All right, fellows.” For a minute, no one moved, and then all the slips of paper were opened. Suddenly, all the women began to speak at once, saying, “Who is it?,” “Who’s got it?,” “Is it the Dunbars?,” “Is it the Watsons?” Then the voices began to say, “It’s Hutchinson. It’s Bill,” “Bill Hutchinson’s got it.”

    “Go tell your father,” Mrs. Dunbar said to her older son.

    People began to look around to see the Hutchinsons. Bill Hutchinson was standing quiet, staring down at the paper in his hand. Suddenly, Tessie Hutchinson shouted to Mr. Summers, “You didn’t give him time enough to take any paper he wanted. I saw you. It wasn’t fair!”

    “Be a good sport, Tessie,” Mrs. Delacroix called, and Mrs. Graves said, “All of us took the same chance.”

    “Shut up, Tessie,” Bill Hutchinson said.

    “Well, everyone,” Mr. Summers said, “that was done pretty fast, and now we’ve got to be hurrying a little more to get done in time.” He consulted his next list. “Bill,” he said, “you draw for the Hutchinson family. You got any other households in the Hutchinsons?”

    “There’s Don and Eva,” Mrs. Hutchinson yelled. “Make
    _them_ take their chance!”

    “Daughters draw with their husbands’ families, Tessie,” Mr. Summers said gently. “You know that as well as anyone else.”

    “It wasn’t
    _fair_,” Tessie said.

    “I guess not, Joe,” Bill Hutchinson said regretfully. “My daughter draws with her husband’s family, that’s only fair. And I’ve got no other family except the kids.”

    “Then, as far as drawing for families is concerned, it’s you,” Mr. Summers said in explanation, “and as far as drawing for households is concerned, that’s you, too. Right?”

    “Right,” Bill Hutchinson said.

    “How many kids, Bill?” Mr. Summers asked formally.

    “Three,” Bill Hutchinson said. “There’s Bill, Jr., and Nancy, and little Dave. And Tessie and me.”

    “All right, then,” Mr. Summers said. “Harry, you got their tickets back?”

    Mr. Graves nodded and held up the slips of paper. “Put them in the box, then,” Mr. Summers directed. “Take Bill’s and put it in.”

    “I think we ought to start over,” Mrs. Hutchinson said, as quietly as she could. “I tell you it wasn’t
    _fair_. You didn’t give him time enough to choose.
    _Every_ body saw that.”

    Mr. Graves had selected the five slips and put them in the box, and he dropped all the papers but those onto the ground, where the breeze caught them and lifted them off.

    “Listen, everybody,” Mrs. Hutchinson was saying to the people around her.

    “Ready, Bill?” Mr. Summers asked, and Bill Hutchinson, with one quick glance around at his wife and children, nodded.

    “Remember,” Mr. Summers said, “take the slips and keep them folded until each person has taken one. Harry, you help little Dave.” Mr. Graves took the hand of the little boy, who came willingly with him up to the box. “Take a paper out of the box, Davy,” Mr. Summers said. Davy put his hand into the box and laughed. “Take just
    _one_ paper,” Mr. Summers said. “Harry, you hold it for him.” Mr. Graves took the child’s hand and removed the folded paper from the tight fist and held it while little Dave stood next to him and looked up at him wonderingly.

    “Nancy next,” Mr. Summers said. Nancy was twelve, and her school friends breathed heavily as she went forward, switching her skirt, and took a slip daintily from the box. “Bill, Jr.,” Mr. Summers said, and Billy, his face red and his feet overlarge, nearly knocked the box over as he got a paper out. “Tessie,” Mr. Summers said. She hesitated for a minute, looking around defiantly, and then set her lips and went up to the box. She snatched a paper out and held it behind her.

    “Bill,” Mr. Summers said, and Bill Hutchinson reached into the box and felt around, bringing his hand out at last with the slip of paper in it.

    The crowd was quiet. A girl whispered, “I hope it’s not Nancy,” and the sound of the whisper reached the edges of the crowd.

    “It’s not the way it used to be,” Old Man Warner said clearly. “People ain’t the way they used to be.”

    “All right,” Mr. Summers said. “Open the papers. Harry, you open little Dave’s.”

    Mr. Graves opened the slip of paper and there was a general sigh through the crowd as he held it up and everyone could see that it was blank. Nancy and Bill, Jr., opened theirs at the same time, and both beamed and laughed, turning around to the crowd and holding their slips of paper above their heads.

    “Tessie,” Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.

    “It’s Tessie,” Mr. Summers said, and his voice was hushed. “Show us her paper, Bill.”

    Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil in the coal-company office. Bill Hutchinson held it up, and there was a stir in the crowd.

    “All right, folks,” Mr. Summers said. “Let’s finish quickly.”

    Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box. Mrs. Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. “Come on,” she said. “Hurry up.”

    Mrs. Dunbar had small stones in both hands, and she said, gasping for breath. “I can’t run at all. You’ll have to go ahead and I’ll catch up with you.”

    The children had stones already, and someone gave little Davy Hutchinson a few pebbles.

    Tessie Hutchinson was in the center of a cleared space by now, and she held her hands out desperately as the villagers moved in on her. “It isn’t fair,” she said. A stone hit her on the side of the head.

    Old Man Warner was saying, “Come on, come on, everyone.” Steve Adams was in the front of the crowd of villagers, with Mrs. Graves beside him.

    “It isn’t fair, it isn’t right,” Mrs. Hutchinson screamed, and then they were upon her. ♦

    **## TheLottery22.docx**

    Fiction

    The Lottery

    By
    [Shirley Jackson](https://www.newyorker.com/contributors/shirley-jackson)

    June 18, 1948

    **_Audio:_** Read by A. M. Homes.|||

    The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 26th, but in this village, where there were only about three hundred people, the whole lottery took only about two hours, so it could begin at ten o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner.

    The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix—the villagers pronounced this name “Dellacroy”—eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at the boys, and the very small children rolled in the dust or clung to the hands of their older brothers or sisters.

    Bottom of Form

    Soon the men began to gather, surveying their own children, speaking of planting and rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. The women, wearing faded house dresses and sweaters, came shortly after their menfolk. They greeted one another and exchanged bits of gossip as they went to join their husbands. Soon the women, standing by their husbands, began to call to their children, and the children came reluctantly, having to be called four or five times. Bobby Martin ducked under his mother’s grasping hand and ran, laughing, back to the pile of stones. His father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother.

    The lottery was conducted—as were the square dances, the teen-age club, the Halloween program—by Mr. Summers, who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the coal business, and people were sorry for him, because he had no children and his wife was a scold. When he arrived in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he waved and called, “Little late today, folks.” The postmaster, Mr. Graves, followed him, carrying a three-legged stool, and the stool was put in the center of the square and Mr. Summers set the black box down on it. The villagers kept their distance, leaving a space between themselves and the stool, and when Mr. Summers said, “Some of you fellows want to give me a hand?,” there was a hesitation before two men, Mr. Martin and his oldest son, Baxter, came forward to hold the box steady on the stool while Mr. Summers stirred up the papers inside it.

    The original paraphernalia for the lottery had been lost long ago, and the black box now resting on the stool had been put into use even before Old Man Warner, the oldest man in town, was born. Mr. Summers spoke frequently to the villagers about making a new box, but no one liked to upset even as much tradition as was represented by the black box. There was a story that the present box had been made with some pieces of the box that had preceded it, the one that had been constructed when the first people settled down to make a village here. Every year, after the lottery, Mr. Summers began talking again about a new box, but every year the subject was allowed to fade off without anything’s being done. The black box grew shabbier each year; by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained.

    Mr. Martin and his oldest son, Baxter, held the black box securely on the stool until Mr. Summers had stirred the papers thoroughly with his hand. Because so much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations. Chips of wood, Mr. Summers had argued, had been all very well when the village was tiny, but now that the population was more than three hundred and likely to keep on growing, it was necessary to use something that would fit more easily into the black box. The night before the lottery, Mr. Summers and Mr. Graves made up the slips of paper and put them into the box, and it was then taken to the safe of Mr. Summers’ coal company and locked up until Mr. Summers was ready to take it to the square next morning. The rest of the year, the box was put away, sometimes one place, sometimes another; it had spent one year in Mr. Graves’ barn and another year underfoot in the post office, and sometimes it was set on a shelf in the Martin grocery and left there.

    There was a great deal of fussing to be done before Mr. Summers declared the lottery open. There were the lists to make up—of heads of families, heads of households in each family, members of each household in each family. There was the proper swearing-in of Mr. Summers by the postmaster, as the official of the lottery; at one time, some people remembered, there had been a recital of some sort, performed by the official of the lottery, a perfunctory, tuneless chant that had been rattled off duly each year; some people believed that the official of the lottery used to stand just so when he said or sang it, others believed that he was supposed to walk among the people, but years and years ago this part of the ritual had been allowed to lapse. There had been, also, a ritual salute, which the official of the lottery had had to use in addressing each person who came up to draw from the box, but this also had changed with time, until now it was felt necessary only for the official to speak to each person approaching. Mr. Summers was very good at all this; in his clean white shirt and blue jeans, with one hand resting carelessly on the black box, he seemed very proper and important as he talked interminably to Mr. Graves and the Martins.

    Just as Mr. Summers finally left off talking and turned to the assembled villagers, Mrs. Hutchinson came hurriedly along the path to the square, her sweater thrown over her shoulders, and slid into place in the back of the crowd. “Clean forgot what day it was,” she said to Mrs. Delacroix, who stood next to her, and they both laughed softly. “Thought my old man was out back stacking wood,” Mrs. Hutchinson went on, “and then I looked out the window and the kids was gone, and then I remembered it was the twenty-seventh and came a-running.” She dried her hands on her apron, and Mrs. Delacroix said, “You’re in time, though. They’re still talking away up there.”

    Mrs. Hutchinson craned her neck to see through the crowd and found her husband and children standing near the front. She tapped Mrs. Delacroix on the arm as a farewell and began to make her way through the crowd. The people separated good-humoredly to let her through; two or three people said, in voices just loud enough to be heard across the crowd, “Here comes your Mrs., Hutchinson,” and “Bill, she made it after all.” Mrs. Hutchinson reached her husband, and Mr. Summers, who had been waiting, said cheerfully, “Thought we were going to have to get on without you, Tessie.” Mrs. Hutchinson said, grinning, “Wouldn’t have me leave m’dishes in the sink, now, would you, Joe?,” and soft laughter ran through the crowd as the people stirred back into position after Mrs. Hutchinson’s arrival.

    “Well, now,” Mr. Summers said soberly, “guess we better get started, get this over with, so’s we can go back to work. Anybody ain’t here?”

    “Dunbar,” several people said. “Dunbar, Dunbar.”

    Mr. Summers consulted his list. “Clyde Dunbar,” he said. “That’s right. He’s broke his leg, hasn’t he? Who’s drawing for him?”

    “Me, I guess,” a woman said, and Mr. Summers turned to look at her. “Wife draws for her husband,” Mr. Summers said. “Don’t you have a grown boy to do it for you, Janey?” Although Mr. Summers and everyone else in the village knew the answer perfectly well, it was the business of the official of the lottery to ask such questions formally. Mr. Summers waited with an expression of polite interest while Mrs. Dunbar answered.

    “Horace’s not but sixteen yet,” Mrs. Dunbar said regretfully. “Guess I gotta fill in for the old man this year.”

    “Right,” Mr. Summers said. He made a note on the list he was holding. Then he asked, “Watson boy drawing this year?”

    A tall boy in the crowd raised his hand. “Here,” he said. “I’m drawing for m’mother and me.” He blinked his eyes nervously and ducked his head as several voices in the crowd said things like “Good fellow, Jack,” and “Glad to see your mother’s got a man to do it.”

    “Well,” Mr. Summers said, “guess that’s everyone. Old Man Warner make it?”

    “Here,” a voice said, and Mr. Summers nodded.

    A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list. “All ready?” he called. “Now, I’ll read the names—heads of families first—and the men come up and take a paper out of the box. Keep the paper folded in your hand without looking at it until everyone has had a turn. Everything clear?”

    The people had done it so many times that they only half listened to the directions; most of them were quiet, wetting their lips, not looking around. Then Mr. Summers raised one hand high and said, “Adams.” A man disengaged himself from the crowd and came forward. “Hi, Steve,” Mr. Summers said, and Mr. Adams said, “Hi, Joe.” They grinned at one another humorlessly and nervously. Then Mr. Adams reached into the black box and took out a folded paper. He held it firmly by one corner as he turned and went hastily back to his place in the crowd, where he stood a little apart from his family, not looking down at his hand.

    “Allen,” Mr. Summers said. “Anderson. . . . Bentham.”

    “Seems like there’s no time at all between lotteries any more,” Mrs. Delacroix said to Mrs. Graves in the back row. “Seems like we got through with the last one only last week.”

    “Time sure goes fast,” Mrs. Graves said.

    “Clark. . . . Delacroix.”

    “There goes my old man,” Mrs. Delacroix said. She held her breath while her husband went forward.

    “Dunbar,” Mr. Summers said, and Mrs. Dunbar went steadily to the box while one of the women said, “Go on, Janey,” and another said, “There she goes.”

    “We’re next,” Mrs. Graves said. She watched while Mr. Graves came around from the side of the box, greeted Mr. Summers gravely, and selected a slip of paper from the box. By now, all through the crowd there were men holding the small folded papers in their large hands, turning them over and over nervously. Mrs. Dunbar and her two sons stood together, Mrs. Dunbar holding the slip of paper.

    “Harburt. . . . Hutchinson.”

    “Get up there, Bill,” Mrs. Hutchinson said, and the people near her laughed.

    “Jones.”

    “They do say,” Mr. Adams said to Old Man Warner, who stood next to him, “that over in the north village they’re talking of giving up the lottery.”

    Old Man Warner snorted. “Pack of crazy fools,” he said. “Listening to the young folks, nothing’s good enough for
    _them_. Next thing you know, they’ll be wanting to go back to living in caves, nobody work any more, live
    _that_ way for a while. Used to be a saying about ‘Lottery in June, corn be heavy soon.’ First thing you know, we’d all be eating stewed chickweed and acorns. There’s
    _always_ been a lottery,” he added petulantly. “Bad enough to see young Joe Summers up there joking with everybody.”

    “Some places have already quit lotteries,” Mrs. Adams said.

    “Nothing but trouble in
    _that_,” Old Man Warner said stoutly. “Pack of young fools.”

    “Martin.” And Bobby Martin watched his father go forward. “Overdyke. . . . Percy.”

    “I wish they’d hurry,” Mrs. Dunbar said to her older son. “I wish they’d hurry.”

    “They’re almost through,” her son said.

    “You get ready to run tell Dad,” Mrs. Dunbar said.

    Mr. Summers called his own name and then stepped forward precisely and selected a slip from the box. Then he called, “Warner.”

    “Seventy-seventh year I been in the lottery,” Old Man Warner said as he went through the crowd. “Seventy-seventh time.”

    “Watson.” The tall boy came awkwardly through the crowd. Someone said, “Don’t be nervous, Jack,” and Mr. Summers said, “Take your time, son.”

    “Zanini.”

    After that, there was a long pause, a breathless pause, until Mr. Summers, holding his slip of paper in the air, said, “All right, fellows.” For a minute, no one moved, and then all the slips of paper were opened. Suddenly, all the women began to speak at once, saying, “Who is it?,” “Who’s got it?,” “Is it the Dunbars?,” “Is it the Watsons?” Then the voices began to say, “It’s Hutchinson. It’s Bill,” “Bill Hutchinson’s got it.”

    “Go tell your father,” Mrs. Dunbar said to her older son.

    People began to look around to see the Hutchinsons. Bill Hutchinson was standing quiet, staring down at the paper in his hand. Suddenly, Tessie Hutchinson shouted to Mr. Summers, “You didn’t give him time enough to take any paper he wanted. I saw you. It wasn’t fair!”

    “Be a good sport, Tessie,” Mrs. Delacroix called, and Mrs. Graves said, “All of us took the same chance.”

    “Shut up, Tessie,” Bill Hutchinson said.

    “Well, everyone,” Mr. Summers said, “that was done pretty fast, and now we’ve got to be hurrying a little more to get done in time.” He consulted his next list. “Bill,” he said, “you draw for the Hutchinson family. You got any other households in the Hutchinsons?”

    “There’s Don and Eva,” Mrs. Hutchinson yelled. “Make
    _them_ take their chance!”

    “Daughters draw with their husbands’ families, Tessie,” Mr. Summers said gently. “You know that as well as anyone else.”

    “It wasn’t
    _fair_,” Tessie said.

    “I guess not, Joe,” Bill Hutchinson said regretfully. “My daughter draws with her husband’s family, that’s only fair. And I’ve got no other family except the kids.”

    “Then, as far as drawing for families is concerned, it’s you,” Mr. Summers said in explanation, “and as far as drawing for households is concerned, that’s you, too. Right?”

    “Right,” Bill Hutchinson said.

    “How many kids, Bill?” Mr. Summers asked formally.

    “Three,” Bill Hutchinson said. “There’s Bill, Jr., and Nancy, and little Dave. And Tessie and me.”

    “All right, then,” Mr. Summers said. “Harry, you got their tickets back?”

    Mr. Graves nodded and held up the slips of paper. “Put them in the box, then,” Mr. Summers directed. “Take Bill’s and put it in.”

    “I think we ought to start over,” Mrs. Hutchinson said, as quietly as she could. “I tell you it wasn’t
    _fair_. You didn’t give him time enough to choose.
    _Every_ body saw that.”

    Mr. Graves had selected the five slips and put them in the box, and he dropped all the papers but those onto the ground, where the breeze caught them and lifted them off.

    “Listen, everybody,” Mrs. Hutchinson was saying to the people around her.

    “Ready, Bill?” Mr. Summers asked, and Bill Hutchinson, with one quick glance around at his wife and children, nodded.

    “Remember,” Mr. Summers said, “take the slips and keep them folded until each person has taken one. Harry, you help little Dave.” Mr. Graves took the hand of the little boy, who came willingly with him up to the box. “Take a paper out of the box, Davy,” Mr. Summers said. Davy put his hand into the box and laughed. “Take just
    _one_ paper,” Mr. Summers said. “Harry, you hold it for him.” Mr. Graves took the child’s hand and removed the folded paper from the tight fist and held it while little Dave stood next to him and looked up at him wonderingly.

    “Nancy next,” Mr. Summers said. Nancy was twelve, and her school friends breathed heavily as she went forward, switching her skirt, and took a slip daintily from the box. “Bill, Jr.,” Mr. Summers said, and Billy, his face red and his feet overlarge, nearly knocked the box over as he got a paper out. “Tessie,” Mr. Summers said. She hesitated for a minute, looking around defiantly, and then set her lips and went up to the box. She snatched a paper out and held it behind her.

    “Bill,” Mr. Summers said, and Bill Hutchinson reached into the box and felt around, bringing his hand out at last with the slip of paper in it.

    The crowd was quiet. A girl whispered, “I hope it’s not Nancy,” and the sound of the whisper reached the edges of the crowd.

    “It’s not the way it used to be,” Old Man Warner said clearly. “People ain’t the way they used to be.”

    “All right,” Mr. Summers said. “Open the papers. Harry, you open little Dave’s.”

    Mr. Graves opened the slip of paper and there was a general sigh through the crowd as he held it up and everyone could see that it was blank. Nancy and Bill, Jr., opened theirs at the same time, and both beamed and laughed, turning around to the crowd and holding their slips of paper above their heads.

    “Tessie,” Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.

    “It’s Tessie,” Mr. Summers said, and his voice was hushed. “Show us her paper, Bill.”

    Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil in the coal-company office. Bill Hutchinson held it up, and there was a stir in the crowd.

    “All right, folks,” Mr. Summers said. “Let’s finish quickly.”

    Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box. Mrs. Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. “Come on,” she said. “Hurry up.”

    Mrs. Dunbar had small stones in both hands, and she said, gasping for breath. “I can’t run at all. You’ll have to go ahead and I’ll catch up with you.”

    The children had stones already, and someone gave little Davy Hutchinson a few pebbles.

    Tessie Hutchinson was in the center of a cleared space by now, and she held her hands out desperately as the villagers moved in on her. “It isn’t fair,” she said. A stone hit her on the side of the head.

    Old Man Warner was saying, “Come on, come on, everyone.” Steve Adams was in the front of the crowd of villagers, with Mrs. Graves beside him.

    “It isn’t fair, it isn’t right,” Mrs. Hutchinson screamed, and then they were upon her. ♦

    **## thelottery.docx**

    Using the short story, "The Lottery," please provide an example of each of the following concepts.
    **_Include the page number in your answer._**

    1.      What is a social fact from the story? Why should it be considered a social fact?

    2.      From our discussion on Culture, give an example of the following:

    a.      Symbol

    b.      One cognitive component (tell which cognitive component it is)

    3.      From our discussion of Culture, give an example of each type of social norm.

    a.      Folkway

    b.      More

    4.      Provide an example of Cultural Change. Tell whether it is invention, discovery or diffusion.

    5.      From our discussion on Group Dynamics, provide an example of the following:

    a.      Achieved Status

    b.      Role

    c.      Role conflict

    6.      Give an example of a symptom of Groupthink from the following list:

    a.      Illusion of invulnerability

    b.      Belief in inherent morality

    c.      Rationalization

    d.      Stereotyping

    e.      Self-Censorship

    f.       Direct Pressure

    g.      Mind-guards

    h.      Illusion of unanimity

    Provide an explanation of why the symptom of Groupthink applies to the example you provided

    7.      Give an example of
    **_each_** of Weber’s ideal types of authority.

    8.       Pretend a scientist wants to test the saying, ‘Lottery in June, corn be heavy soon.’ In setting up a research model based on the saying, which would be the dependent variable and which would be the independent variable?

    9.      Which of the social theories we discussed would you use to study to the community described in “The Lottery” and why?

    **## TheLottery22.docx**

    Fiction

    The Lottery

    By
    [Shirley Jackson](https://www.newyorker.com/contributors/shirley-jackson)

    June 18, 1948

    **_Audio:_** Read by A. M. Homes.|||

    The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 26th, but in this village, where there were only about three hundred people, the whole lottery took only about two hours, so it could begin at ten o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner.

    The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix—the villagers pronounced this name “Dellacroy”—eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at the boys, and the very small children rolled in the dust or clung to the hands of their older brothers or sisters.

    Bottom of Form

    Soon the men began to gather, surveying their own children, speaking of planting and rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. The women, wearing faded house dresses and sweaters, came shortly after their menfolk. They greeted one another and exchanged bits of gossip as they went to join their husbands. Soon the women, standing by their husbands, began to call to their children, and the children came reluctantly, having to be called four or five times. Bobby Martin ducked under his mother’s grasping hand and ran, laughing, back to the pile of stones. His father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother.

    The lottery was conducted—as were the square dances, the teen-age club, the Halloween program—by Mr. Summers, who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the coal business, and people were sorry for him, because he had no children and his wife was a scold. When he arrived in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he waved and called, “Little late today, folks.” The postmaster, Mr. Graves, followed him, carrying a three-legged stool, and the stool was put in the center of the square and Mr. Summers set the black box down on it. The villagers kept their distance, leaving a space between themselves and the stool, and when Mr. Summers said, “Some of you fellows want to give me a hand?,” there was a hesitation before two men, Mr. Martin and his oldest son, Baxter, came forward to hold the box steady on the stool while Mr. Summers stirred up the papers inside it.

    The original paraphernalia for the lottery had been lost long ago, and the black box now resting on the stool had been put into use even before Old Man Warner, the oldest man in town, was born. Mr. Summers spoke frequently to the villagers about making a new box, but no one liked to upset even as much tradition as was represented by the black box. There was a story that the present box had been made with some pieces of the box that had preceded it, the one that had been constructed when the first people settled down to make a village here. Every year, after the lottery, Mr. Summers began talking again about a new box, but every year the subject was allowed to fade off without anything’s being done. The black box grew shabbier each year; by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained.

    Mr. Martin and his oldest son, Baxter, held the black box securely on the stool until Mr. Summers had stirred the papers thoroughly with his hand. Because so much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations. Chips of wood, Mr. Summers had argued, had been all very well when the village was tiny, but now that the population was more than three hundred and likely to keep on growing, it was necessary to use something that would fit more easily into the black box. The night before the lottery, Mr. Summers and Mr. Graves made up the slips of paper and put them into the box, and it was then taken to the safe of Mr. Summers’ coal company and locked up until Mr. Summers was ready to take it to the square next morning. The rest of the year, the box was put away, sometimes one place, sometimes another; it had spent one year in Mr. Graves’ barn and another year underfoot in the post office, and sometimes it was set on a shelf in the Martin grocery and left there.

    There was a great deal of fussing to be done before Mr. Summers declared the lottery open. There were the lists to make up—of heads of families, heads of households in each family, members of each household in each family. There was the proper swearing-in of Mr. Summers by the postmaster, as the official of the lottery; at one time, some people remembered, there had been a recital of some sort, performed by the official of the lottery, a perfunctory, tuneless chant that had been rattled off duly each year; some people believed that the official of the lottery used to stand just so when he said or sang it, others believed that he was supposed to walk among the people, but years and years ago this part of the ritual had been allowed to lapse. There had been, also, a ritual salute, which the official of the lottery had had to use in addressing each person who came up to draw from the box, but this also had changed with time, until now it was felt necessary only for the official to speak to each person approaching. Mr. Summers was very good at all this; in his clean white shirt and blue jeans, with one hand resting carelessly on the black box, he seemed very proper and important as he talked interminably to Mr. Graves and the Martins.

    Just as Mr. Summers finally left off talking and turned to the assembled villagers, Mrs. Hutchinson came hurriedly along the path to the square, her sweater thrown over her shoulders, and slid into place in the back of the crowd. “Clean forgot what day it was,” she said to Mrs. Delacroix, who stood next to her, and they both laughed softly. “Thought my old man was out back stacking wood,” Mrs. Hutchinson went on, “and then I looked out the window and the kids was gone, and then I remembered it was the twenty-seventh and came a-running.” She dried her hands on her apron, and Mrs. Delacroix said, “You’re in time, though. They’re still talking away up there.”

    Mrs. Hutchinson craned her neck to see through the crowd and found her husband and children standing near the front. She tapped Mrs. Delacroix on the arm as a farewell and began to make her way through the crowd. The people separated good-humoredly to let her through; two or three people said, in voices just loud enough to be heard across the crowd, “Here comes your Mrs., Hutchinson,” and “Bill, she made it after all.” Mrs. Hutchinson reached her husband, and Mr. Summers, who had been waiting, said cheerfully, “Thought we were going to have to get on without you, Tessie.” Mrs. Hutchinson said, grinning, “Wouldn’t have me leave m’dishes in the sink, now, would you, Joe?,” and soft laughter ran through the crowd as the people stirred back into position after Mrs. Hutchinson’s arrival.

    “Well, now,” Mr. Summers said soberly, “guess we better get started, get this over with, so’s we can go back to work. Anybody ain’t here?”

    “Dunbar,” several people said. “Dunbar, Dunbar.”

    Mr. Summers consulted his list. “Clyde Dunbar,” he said. “That’s right. He’s broke his leg, hasn’t he? Who’s drawing for him?”

    “Me, I guess,” a woman said, and Mr. Summers turned to look at her. “Wife draws for her husband,” Mr. Summers said. “Don’t you have a grown boy to do it for you, Janey?” Although Mr. Summers and everyone else in the village knew the answer perfectly well, it was the business of the official of the lottery to ask such questions formally. Mr. Summers waited with an expression of polite interest while Mrs. Dunbar answered.

    “Horace’s not but sixteen yet,” Mrs. Dunbar said regretfully. “Guess I gotta fill in for the old man this year.”

    “Right,” Mr. Summers said. He made a note on the list he was holding. Then he asked, “Watson boy drawing this year?”

    A tall boy in the crowd raised his hand. “Here,” he said. “I’m drawing for m’mother and me.” He blinked his eyes nervously and ducked his head as several voices in the crowd said things like “Good fellow, Jack,” and “Glad to see your mother’s got a man to do it.”

    “Well,” Mr. Summers said, “guess that’s everyone. Old Man Warner make it?”

    “Here,” a voice said, and Mr. Summers nodded.

    A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list. “All ready?” he called. “Now, I’ll read the names—heads of families first—and the men come up and take a paper out of the box. Keep the paper folded in your hand without looking at it until everyone has had a turn. Everything clear?”

    The people had done it so many times that they only half listened to the directions; most of them were quiet, wetting their lips, not looking around. Then Mr. Summers raised one hand high and said, “Adams.” A man disengaged himself from the crowd and came forward. “Hi, Steve,” Mr. Summers said, and Mr. Adams said, “Hi, Joe.” They grinned at one another humorlessly and nervously. Then Mr. Adams reached into the black box and took out a folded paper. He held it firmly by one corner as he turned and went hastily back to his place in the crowd, where he stood a little apart from his family, not looking down at his hand.

    “Allen,” Mr. Summers said. “Anderson. . . . Bentham.”

    “Seems like there’s no time at all between lotteries any more,” Mrs. Delacroix said to Mrs. Graves in the back row. “Seems like we got through with the last one only last week.”

    “Time sure goes fast,” Mrs. Graves said.

    “Clark. . . . Delacroix.”

    “There goes my old man,” Mrs. Delacroix said. She held her breath while her husband went forward.

    “Dunbar,” Mr. Summers said, and Mrs. Dunbar went steadily to the box while one of the women said, “Go on, Janey,” and another said, “There she goes.”

    “We’re next,” Mrs. Graves said. She watched while Mr. Graves came around from the side of the box, greeted Mr. Summers gravely, and selected a slip of paper from the box. By now, all through the crowd there were men holding the small folded papers in their large hands, turning them over and over nervously. Mrs. Dunbar and her two sons stood together, Mrs. Dunbar holding the slip of paper.

    “Harburt. . . . Hutchinson.”

    “Get up there, Bill,” Mrs. Hutchinson said, and the people near her laughed.

    “Jones.”

    “They do say,” Mr. Adams said to Old Man Warner, who stood next to him, “that over in the north village they’re talking of giving up the lottery.”

    Old Man Warner snorted. “Pack of crazy fools,” he said. “Listening to the young folks, nothing’s good enough for
    _them_. Next thing you know, they’ll be wanting to go back to living in caves, nobody work any more, live
    _that_ way for a while. Used to be a saying about ‘Lottery in June, corn be heavy soon.’ First thing you know, we’d all be eating stewed chickweed and acorns. There’s
    _always_ been a lottery,” he added petulantly. “Bad enough to see young Joe Summers up there joking with everybody.”

    “Some places have already quit lotteries,” Mrs. Adams said.

    “Nothing but trouble in
    _that_,” Old Man Warner said stoutly. “Pack of young fools.”

    “Martin.” And Bobby Martin watched his father go forward. “Overdyke. . . . Percy.”

    “I wish they’d hurry,” Mrs. Dunbar said to her older son. “I wish they’d hurry.”

    “They’re almost through,” her son said.

    “You get ready to run tell Dad,” Mrs. Dunbar said.

    Mr. Summers called his own name and then stepped forward precisely and selected a slip from the box. Then he called, “Warner.”

    “Seventy-seventh year I been in the lottery,” Old Man Warner said as he went through the crowd. “Seventy-seventh time.”

    “Watson.” The tall boy came awkwardly through the crowd. Someone said, “Don’t be nervous, Jack,” and Mr. Summers said, “Take your time, son.”

    “Zanini.”

    After that, there was a long pause, a breathless pause, until Mr. Summers, holding his slip of paper in the air, said, “All right, fellows.” For a minute, no one moved, and then all the slips of paper were opened. Suddenly, all the women began to speak at once, saying, “Who is it?,” “Who’s got it?,” “Is it the Dunbars?,” “Is it the Watsons?” Then the voices began to say, “It’s Hutchinson. It’s Bill,” “Bill Hutchinson’s got it.”

    “Go tell your father,” Mrs. Dunbar said to her older son.

    People began to look around to see the Hutchinsons. Bill Hutchinson was standing quiet, staring down at the paper in his hand. Suddenly, Tessie Hutchinson shouted to Mr. Summers, “You didn’t give him time enough to take any paper he wanted. I saw you. It wasn’t fair!”

    “Be a good sport, Tessie,” Mrs. Delacroix called, and Mrs. Graves said, “All of us took the same chance.”

    “Shut up, Tessie,” Bill Hutchinson said.

    “Well, everyone,” Mr. Summers said, “that was done pretty fast, and now we’ve got to be hurrying a little more to get done in time.” He consulted his next list. “Bill,” he said, “you draw for the Hutchinson family. You got any other households in the Hutchinsons?”

    “There’s Don and Eva,” Mrs. Hutchinson yelled. “Make
    _them_ take their chance!”

    “Daughters draw with their husbands’ families, Tessie,” Mr. Summers said gently. “You know that as well as anyone else.”

    “It wasn’t
    _fair_,” Tessie said.

    “I guess not, Joe,” Bill Hutchinson said regretfully. “My daughter draws with her husband’s family, that’s only fair. And I’ve got no other family except the kids.”

    “Then, as far as drawing for families is concerned, it’s you,” Mr. Summers said in explanation, “and as far as drawing for households is concerned, that’s you, too. Right?”

    “Right,” Bill Hutchinson said.

    “How many kids, Bill?” Mr. Summers asked formally.

    “Three,” Bill Hutchinson said. “There’s Bill, Jr., and Nancy, and little Dave. And Tessie and me.”

    “All right, then,” Mr. Summers said. “Harry, you got their tickets back?”

    Mr. Graves nodded and held up the slips of paper. “Put them in the box, then,” Mr. Summers directed. “Take Bill’s and put it in.”

    “I think we ought to start over,” Mrs. Hutchinson said, as quietly as she could. “I tell you it wasn’t
    _fair_. You didn’t give him time enough to choose.
    _Every_ body saw that.”

    Mr. Graves had selected the five slips and put them in the box, and he dropped all the papers but those onto the ground, where the breeze caught them and lifted them off.

    “Listen, everybody,” Mrs. Hutchinson was saying to the people around her.

    “Ready, Bill?” Mr. Summers asked, and Bill Hutchinson, with one quick glance around at his wife and children, nodded.

    “Remember,” Mr. Summers said, “take the slips and keep them folded until each person has taken one. Harry, you help little Dave.” Mr. Graves took the hand of the little boy, who came willingly with him up to the box. “Take a paper out of the box, Davy,” Mr. Summers said. Davy put his hand into the box and laughed. “Take just
    _one_ paper,” Mr. Summers said. “Harry, you hold it for him.” Mr. Graves took the child’s hand and removed the folded paper from the tight fist and held it while little Dave stood next to him and looked up at him wonderingly.

    “Nancy next,” Mr. Summers said. Nancy was twelve, and her school friends breathed heavily as she went forward, switching her skirt, and took a slip daintily from the box. “Bill, Jr.,” Mr. Summers said, and Billy, his face red and his feet overlarge, nearly knocked the box over as he got a paper out. “Tessie,” Mr. Summers said. She hesitated for a minute, looking around defiantly, and then set her lips and went up to the box. She snatched a paper out and held it behind her.

    “Bill,” Mr. Summers said, and Bill Hutchinson reached into the box and felt around, bringing his hand out at last with the slip of paper in it.

    The crowd was quiet. A girl whispered, “I hope it’s not Nancy,” and the sound of the whisper reached the edges of the crowd.

    “It’s not the way it used to be,” Old Man Warner said clearly. “People ain’t the way they used to be.”

    “All right,” Mr. Summers said. “Open the papers. Harry, you open little Dave’s.”

    Mr. Graves opened the slip of paper and there was a general sigh through the crowd as he held it up and everyone could see that it was blank. Nancy and Bill, Jr., opened theirs at the same time, and both beamed and laughed, turning around to the crowd and holding their slips of paper above their heads.

    “Tessie,” Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.

    “It’s Tessie,” Mr. Summers said, and his voice was hushed. “Show us her paper, Bill.”

    Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil in the coal-company office. Bill Hutchinson held it up, and there was a stir in the crowd.

    “All right, folks,” Mr. Summers said. “Let’s finish quickly.”

    Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box. Mrs. Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. “Come on,” she said. “Hurry up.”

    Mrs. Dunbar had small stones in both hands, and she said, gasping for breath. “I can’t run at all. You’ll have to go ahead and I’ll catch up with you.”

    The children had stones already, and someone gave little Davy Hutchinson a few pebbles.

    Tessie Hutchinson was in the center of a cleared space by now, and she held her hands out desperately as the villagers moved in on her. “It isn’t fair,” she said. A stone hit her on the side of the head.

    Old Man Warner was saying, “Come on, come on, everyone.” Steve Adams was in the front of the crowd of villagers, with Mrs. Graves beside him.

    “It isn’t fair, it isn’t right,” Mrs. Hutchinson screamed, and then they were upon her. ♦

    **## thelottery.docx**

    Using the short story, "The Lottery," please provide an example of each of the following concepts.
    **_Include the page number in your answer._**

    1.      What is a social fact from the story? Why should it be considered a social fact?

    2.      From our discussion on Culture, give an example of the following:

    a.      Symbol

    b.      One cognitive component (tell which cognitive component it is)

    3.      From our discussion of Culture, give an example of each type of social norm.

    a.      Folkway

    b.      More

    4.      Provide an example of Cultural Change. Tell whether it is invention, discovery or diffusion.

    5.      From our discussion on Group Dynamics, provide an example of the following:

    a.      Achieved Status

    b.      Role

    c.      Role conflict

    6.      Give an example of a symptom of Groupthink from the following list:

    a.      Illusion of invulnerability

    b.      Belief in inherent morality

    c.      Rationalization

    d.      Stereotyping

    e.      Self-Censorship

    f.       Direct Pressure

    g.      Mind-guards

    h.      Illusion of unanimity

    Provide an explanation of why the symptom of Groupthink applies to the example you provided

    7.      Give an example of
    **_each_** of Weber’s ideal types of authority.

    8.       Pretend a scientist wants to test the saying, ‘Lottery in June, corn be heavy soon.’ In setting up a research model based on the saying, which would be the dependent variable and which would be the independent variable?

    9.      Which of the social theories we discussed would you use to study to the community described in “The Lottery” and why?

    **## TheLottery22.docx**

    Fiction

    The Lottery

    By
    [Shirley Jackson](https://www.newyorker.com/contributors/shirley-jackson)

    June 18, 1948

    **_Audio:_** Read by A. M. Homes.|||

    The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 26th, but in this village, where there were only about three hundred people, the whole lottery took only about two hours, so it could begin at ten o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner.

    The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix—the villagers pronounced this name “Dellacroy”—eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at the boys, and the very small children rolled in the dust or clung to the hands of their older brothers or sisters.

    Bottom of Form

    Soon the men began to gather, surveying their own children, speaking of planting and rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. The women, wearing faded house dresses and sweaters, came shortly after their menfolk. They greeted one another and exchanged bits of gossip as they went to join their husbands. Soon the women, standing by their husbands, began to call to their children, and the children came reluctantly, having to be called four or five times. Bobby Martin ducked under his mother’s grasping hand and ran, laughing, back to the pile of stones. His father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother.

    The lottery was conducted—as were the square dances, the teen-age club, the Halloween program—by Mr. Summers, who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the coal business, and people were sorry for him, because he had no children and his wife was a scold. When he arrived in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he waved and called, “Little late today, folks.” The postmaster, Mr. Graves, followed him, carrying a three-legged stool, and the stool was put in the center of the square and Mr. Summers set the black box down on it. The villagers kept their distance, leaving a space between themselves and the stool, and when Mr. Summers said, “Some of you fellows want to give me a hand?,” there was a hesitation before two men, Mr. Martin and his oldest son, Baxter, came forward to hold the box steady on the stool while Mr. Summers stirred up the papers inside it.

    The original paraphernalia for the lottery had been lost long ago, and the black box now resting on the stool had been put into use even before Old Man Warner, the oldest man in town, was born. Mr. Summers spoke frequently to the villagers about making a new box, but no one liked to upset even as much tradition as was represented by the black box. There was a story that the present box had been made with some pieces of the box that had preceded it, the one that had been constructed when the first people settled down to make a village here. Every year, after the lottery, Mr. Summers began talking again about a new box, but every year the subject was allowed to fade off without anything’s being done. The black box grew shabbier each year; by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained.

    Mr. Martin and his oldest son, Baxter, held the black box securely on the stool until Mr. Summers had stirred the papers thoroughly with his hand. Because so much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations. Chips of wood, Mr. Summers had argued, had been all very well when the village was tiny, but now that the population was more than three hundred and likely to keep on growing, it was necessary to use something that would fit more easily into the black box. The night before the lottery, Mr. Summers and Mr. Graves made up the slips of paper and put them into the box, and it was then taken to the safe of Mr. Summers’ coal company and locked up until Mr. Summers was ready to take it to the square next morning. The rest of the year, the box was put away, sometimes one place, sometimes another; it had spent one year in Mr. Graves’ barn and another year underfoot in the post office, and sometimes it was set on a shelf in the Martin grocery and left there.

    There was a great deal of fussing to be done before Mr. Summers declared the lottery open. There were the lists to make up—of heads of families, heads of households in each family, members of each household in each family. There was the proper swearing-in of Mr. Summers by the postmaster, as the official of the lottery; at one time, some people remembered, there had been a recital of some sort, performed by the official of the lottery, a perfunctory, tuneless chant that had been rattled off duly each year; some people believed that the official of the lottery used to stand just so when he said or sang it, others believed that he was supposed to walk among the people, but years and years ago this part of the ritual had been allowed to lapse. There had been, also, a ritual salute, which the official of the lottery had had to use in addressing each person who came up to draw from the box, but this also had changed with time, until now it was felt necessary only for the official to speak to each person approaching. Mr. Summers was very good at all this; in his clean white shirt and blue jeans, with one hand resting carelessly on the black box, he seemed very proper and important as he talked interminably to Mr. Graves and the Martins.

    Just as Mr. Summers finally left off talking and turned to the assembled villagers, Mrs. Hutchinson came hurriedly along the path to the square, her sweater thrown over her shoulders, and slid into place in the back of the crowd. “Clean forgot what day it was,” she said to Mrs. Delacroix, who stood next to her, and they both laughed softly. “Thought my old man was out back stacking wood,” Mrs. Hutchinson went on, “and then I looked out the window and the kids was gone, and then I remembered it was the twenty-seventh and came a-running.” She dried her hands on her apron, and Mrs. Delacroix said, “You’re in time, though. They’re still talking away up there.”

    Mrs. Hutchinson craned her neck to see through the crowd and found her husband and children standing near the front. She tapped Mrs. Delacroix on the arm as a farewell and began to make her way through the crowd. The people separated good-humoredly to let her through; two or three people said, in voices just loud enough to be heard across the crowd, “Here comes your Mrs., Hutchinson,” and “Bill, she made it after all.” Mrs. Hutchinson reached her husband, and Mr. Summers, who had been waiting, said cheerfully, “Thought we were going to have to get on without you, Tessie.” Mrs. Hutchinson said, grinning, “Wouldn’t have me leave m’dishes in the sink, now, would you, Joe?,” and soft laughter ran through the crowd as the people stirred back into position after Mrs. Hutchinson’s arrival.

    “Well, now,” Mr. Summers said soberly, “guess we better get started, get this over with, so’s we can go back to work. Anybody ain’t here?”

    “Dunbar,” several people said. “Dunbar, Dunbar.”

    Mr. Summers consulted his list. “Clyde Dunbar,” he said. “That’s right. He’s broke his leg, hasn’t he? Who’s drawing for him?”

    “Me, I guess,” a woman said, and Mr. Summers turned to look at her. “Wife draws for her husband,” Mr. Summers said. “Don’t you have a grown boy to do it for you, Janey?” Although Mr. Summers and everyone else in the village knew the answer perfectly well, it was the business of the official of the lottery to ask such questions formally. Mr. Summers waited with an expression of polite interest while Mrs. Dunbar answered.

    “Horace’s not but sixteen yet,” Mrs. Dunbar said regretfully. “Guess I gotta fill in for the old man this year.”

    “Right,” Mr. Summers said. He made a note on the list he was holding. Then he asked, “Watson boy drawing this year?”

    A tall boy in the crowd raised his hand. “Here,” he said. “I’m drawing for m’mother and me.” He blinked his eyes nervously and ducked his head as several voices in the crowd said things like “Good fellow, Jack,” and “Glad to see your mother’s got a man to do it.”

    “Well,” Mr. Summers said, “guess that’s everyone. Old Man Warner make it?”

    “Here,” a voice said, and Mr. Summers nodded.

    A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list. “All ready?” he called. “Now, I’ll read the names—heads of families first—and the men come up and take a paper out of the box. Keep the paper folded in your hand without looking at it until everyone has had a turn. Everything clear?”

    The people had done it so many times that they only half listened to the directions; most of them were quiet, wetting their lips, not looking around. Then Mr. Summers raised one hand high and said, “Adams.” A man disengaged himself from the crowd and came forward. “Hi, Steve,” Mr. Summers said, and Mr. Adams said, “Hi, Joe.” They grinned at one another humorlessly and nervously. Then Mr. Adams reached into the black box and took out a folded paper. He held it firmly by one corner as he turned and went hastily back to his place in the crowd, where he stood a little apart from his family, not looking down at his hand.

    “Allen,” Mr. Summers said. “Anderson. . . . Bentham.”

    “Seems like there’s no time at all between lotteries any more,” Mrs. Delacroix said to Mrs. Graves in the back row. “Seems like we got through with the last one only last week.”

    “Time sure goes fast,” Mrs. Graves said.

    “Clark. . . . Delacroix.”

    “There goes my old man,” Mrs. Delacroix said. She held her breath while her husband went forward.

    “Dunbar,” Mr. Summers said, and Mrs. Dunbar went steadily to the box while one of the women said, “Go on, Janey,” and another said, “There she goes.”

    “We’re next,” Mrs. Graves said. She watched while Mr. Graves came around from the side of the box, greeted Mr. Summers gravely, and selected a slip of paper from the box. By now, all through the crowd there were men holding the small folded papers in their large hands, turning them over and over nervously. Mrs. Dunbar and her two sons stood together, Mrs. Dunbar holding the slip of paper.

    “Harburt. . . . Hutchinson.”

    “Get up there, Bill,” Mrs. Hutchinson said, and the people near her laughed.

    “Jones.”

    “They do say,” Mr. Adams said to Old Man Warner, who stood next to him, “that over in the north village they’re talking of giving up the lottery.”

    Old Man Warner snorted. “Pack of crazy fools,” he said. “Listening to the young folks, nothing’s good enough for
    _them_. Next thing you know, they’ll be wanting to go back to living in caves, nobody work any more, live
    _that_ way for a while. Used to be a saying about ‘Lottery in June, corn be heavy soon.’ First thing you know, we’d all be eating stewed chickweed and acorns. There’s
    _always_ been a lottery,” he added petulantly. “Bad enough to see young Joe Summers up there joking with everybody.”

    “Some places have already quit lotteries,” Mrs. Adams said.

    “Nothing but trouble in
    _that_,” Old Man Warner said stoutly. “Pack of young fools.”

    “Martin.” And Bobby Martin watched his father go forward. “Overdyke. . . . Percy.”

    “I wish they’d hurry,” Mrs. Dunbar said to her older son. “I wish they’d hurry.”

    “They’re almost through,” her son said.

    “You get ready to run tell Dad,” Mrs. Dunbar said.

    Mr. Summers called his own name and then stepped forward precisely and selected a slip from the box. Then he called, “Warner.”

    “Seventy-seventh year I been in the lottery,” Old Man Warner said as he went through the crowd. “Seventy-seventh time.”

    “Watson.” The tall boy came awkwardly through the crowd. Someone said, “Don’t be nervous, Jack,” and Mr. Summers said, “Take your time, son.”

    “Zanini.”

    After that, there was a long pause, a breathless pause, until Mr. Summers, holding his slip of paper in the air, said, “All right, fellows.” For a minute, no one moved, and then all the slips of paper were opened. Suddenly, all the women began to speak at once, saying, “Who is it?,” “Who’s got it?,” “Is it the Dunbars?,” “Is it the Watsons?” Then the voices began to say, “It’s Hutchinson. It’s Bill,” “Bill Hutchinson’s got it.”

    “Go tell your father,” Mrs. Dunbar said to her older son.

    People began to look around to see the Hutchinsons. Bill Hutchinson was standing quiet, staring down at the paper in his hand. Suddenly, Tessie Hutchinson shouted to Mr. Summers, “You didn’t give him time enough to take any paper he wanted. I saw you. It wasn’t fair!”

    “Be a good sport, Tessie,” Mrs. Delacroix called, and Mrs. Graves said, “All of us took the same chance.”

    “Shut up, Tessie,” Bill Hutchinson said.

    “Well, everyone,” Mr. Summers said, “that was done pretty fast, and now we’ve got to be hurrying a little more to get done in time.” He consulted his next list. “Bill,” he said, “you draw for the Hutchinson family. You got any other households in the Hutchinsons?”

    “There’s Don and Eva,” Mrs. Hutchinson yelled. “Make
    _them_ take their chance!”

    “Daughters draw with their husbands’ families, Tessie,” Mr. Summers said gently. “You know that as well as anyone else.”

    “It wasn’t
    _fair_,” Tessie said.

    “I guess not, Joe,” Bill Hutchinson said regretfully. “My daughter draws with her husband’s family, that’s only fair. And I’ve got no other family except the kids.”

    “Then, as far as drawing for families is concerned, it’s you,” Mr. Summers said in explanation, “and as far as drawing for households is concerned, that’s you, too. Right?”

    “Right,” Bill Hutchinson said.

    “How many kids, Bill?” Mr. Summers asked formally.

    “Three,” Bill Hutchinson said. “There’s Bill, Jr., and Nancy, and little Dave. And Tessie and me.”

    “All right, then,” Mr. Summers said. “Harry, you got their tickets back?”

    Mr. Graves nodded and held up the slips of paper. “Put them in the box, then,” Mr. Summers directed. “Take Bill’s and put it in.”

    “I think we ought to start over,” Mrs. Hutchinson said, as quietly as she could. “I tell you it wasn’t
    _fair_. You didn’t give him time enough to choose.
    _Every_ body saw that.”

    Mr. Graves had selected the five slips and put them in the box, and he dropped all the papers but those onto the ground, where the breeze caught them and lifted them off.

    “Listen, everybody,” Mrs. Hutchinson was saying to the people around her.

    “Ready, Bill?” Mr. Summers asked, and Bill Hutchinson, with one quick glance around at his wife and children, nodded.

    “Remember,” Mr. Summers said, “take the slips and keep them folded until each person has taken one. Harry, you help little Dave.” Mr. Graves took the hand of the little boy, who came willingly with him up to the box. “Take a paper out of the box, Davy,” Mr. Summers said. Davy put his hand into the box and laughed. “Take just
    _one_ paper,” Mr. Summers said. “Harry, you hold it for him.” Mr. Graves took the child’s hand and removed the folded paper from the tight fist and held it while little Dave stood next to him and looked up at him wonderingly.

    “Nancy next,” Mr. Summers said. Nancy was twelve, and her school friends breathed heavily as she went forward, switching her skirt, and took a slip daintily from the box. “Bill, Jr.,” Mr. Summers said, and Billy, his face red and his feet overlarge, nearly knocked the box over as he got a paper out. “Tessie,” Mr. Summers said. She hesitated for a minute, looking around defiantly, and then set her lips and went up to the box. She snatched a paper out and held it behind her.

    “Bill,” Mr. Summers said, and Bill Hutchinson reached into the box and felt around, bringing his hand out at last with the slip of paper in it.

    The crowd was quiet. A girl whispered, “I hope it’s not Nancy,” and the sound of the whisper reached the edges of the crowd.

    “It’s not the way it used to be,” Old Man Warner said clearly. “People ain’t the way they used to be.”

    “All right,” Mr. Summers said. “Open the papers. Harry, you open little Dave’s.”

    Mr. Graves opened the slip of paper and there was a general sigh through the crowd as he held it up and everyone could see that it was blank. Nancy and Bill, Jr., opened theirs at the same time, and both beamed and laughed, turning around to the crowd and holding their slips of paper above their heads.

    “Tessie,” Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.

    “It’s Tessie,” Mr. Summers said, and his voice was hushed. “Show us her paper, Bill.”

    Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil in the coal-company office. Bill Hutchinson held it up, and there was a stir in the crowd.

    “All right, folks,” Mr. Summers said. “Let’s finish quickly.”

    Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box. Mrs. Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. “Come on,” she said. “Hurry up.”

    Mrs. Dunbar had small stones in both hands, and she said, gasping for breath. “I can’t run at all. You’ll have to go ahead and I’ll catch up with you.”

    The children had stones already, and someone gave little Davy Hutchinson a few pebbles.

    Tessie Hutchinson was in the center of a cleared space by now, and she held her hands out desperately as the villagers moved in on her. “It isn’t fair,” she said. A stone hit her on the side of the head.

    Old Man Warner was saying, “Come on, come on, everyone.” Steve Adams was in the front of the crowd of villagers, with Mrs. Graves beside him.

    “It isn’t fair, it isn’t right,” Mrs. Hutchinson screamed, and then they were upon her. ♦

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    **Artificial Intelligence in Digital Leadership Reflection** **files (1)** – ## ArtificialIntelligenceinDigitalLeadershipReflection.docx **## ArtificialIntelligenceinDigitalLeadershipReflection.docx** **Week 8: Artificial Intelligence in Digital Leadership Reflection** Artificial Intelligence in Dig…

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    **Artificial Intelligence in Digital Leadership Reflection**

    **files (1)**

    – ## ArtificialIntelligenceinDigitalLeadershipReflection.docx

    **## ArtificialIntelligenceinDigitalLeadershipReflection.docx**

    **Week 8: Artificial Intelligence in Digital Leadership Reflection**

    Artificial Intelligence in Digital Leadership Reflection

    We have been discussing artificial intelligence and its impact on digital leadership. You have taken your chosen company through several analyses in the digital transformation process.

    Instructions

    Complete the following for this week's assignment.

    1. Take all of your discussion posts and your papers and place them in one Word document. Convert the document to a PDF. Upload the paper to your favorite AI program and ask it to summarize what you learned from this class. Ask it for key takeaways for your future and your organization. Practice different AI Prompts.

    2. Using this summary, write a 2-3-page Word APA Paper, providing the following:

    · Share your thoughts on the process of transforming your selected company.

    · What other areas do you see artificial intelligence impacting your organization?

    · What are your thoughts on the future trends of AI in leadership?

    · Reflect on how artificial intelligence has or can impact your current role and how it summarizes your learning from the course.

    3. Follow APA formatting guidelines: https://libguides.devry.edu/APA

    **Rubric**

    **Digital Reflection Paper (1)**

    | | | |
    | — | — | — |
    | Digital Reflection Paper (1) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent | **30 to >27.0 ptsAdvanced** Each point is answered thoughtfully, with clear examples and details that illustrate an understanding the organizational change…Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic).<br> <br>**27 to >24.0 ptsProficient** Each point is answered, with clear examples that illustrate an understanding of organizational change.<br> <br>**24 to >0.0 ptsDeveloping** Each point is answered with a moderate understanding of organizational change<br> <br>**0 ptsNot Present** | 30 pts |
    | This criterion is linked to a Learning OutcomeReflection | **30 to >27.0 ptsAdvanced** The reflection is completed with thoughtfulness and detailed understanding of AI.<br> <br>**27 to >24.0 ptsProficient** The reflection is completed and have an understanding of AI.<br> <br>**24 to >0.0 ptsDeveloping** The reflection is incomplete with limited understanding of the issues and AI.<br> <br>**0 ptsNot Present** | 30 pts |
    | This criterion is linked to a Learning OutcomeMechanics | **10 to >8.0 ptsAdvanced** Grammar, spelling, and punctuation are generally correct. Errors do not interfere with meaning.<br> <br>**8 to >6.0 ptsProficient** A few errors in grammar, spelling, and punctuation. Errors do not interfere with meaning.<br> <br>**6 to >0.0 ptsDeveloping** Many errors in grammar, spelling, and punctuation are generally correct. Errors may interfere with meaning.<br> <br>**0 ptsNot Present** | 10 pts |
    | This criterion is linked to a Learning OutcomeReferences and Formatting | **10 to >8.0 ptsAdvanced** The paper is properly formatted using the APA style, seventh edition. APA style is correctly used in the form of in-text citations for all research included. References are correctly cited and documented.<br> <br>**8 to >6.0 ptsProficient** The paper is formatted using the APA style, seventh edition. APA style is mostly correctly used in the form of in-text citations for all research included. References are cited and documented at the end.<br> <br>**6 to >0.0 ptsDeveloping** The paper is formatted using the APA style, seventh edition but with errors. APA style is used in the form of in-text citations for most of the research included. References are sometimes cited and documented correctly<br> <br>**0 ptsNot Present** | 10 pts |

    Total Points: 80

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    **## ArtificialIntelligenceinDigitalLeadershipReflection.docx**

    **Week 8: Artificial Intelligence in Digital Leadership Reflection**

    Artificial Intelligence in Digital Leadership Reflection

    We have been discussing artificial intelligence and its impact on digital leadership. You have taken your chosen company through several analyses in the digital transformation process.

    Instructions

    Complete the following for this week's assignment.

    1. Take all of your discussion posts and your papers and place them in one Word document. Convert the document to a PDF. Upload the paper to your favorite AI program and ask it to summarize what you learned from this class. Ask it for key takeaways for your future and your organization. Practice different AI Prompts.

    2. Using this summary, write a 2-3-page Word APA Paper, providing the following:

    · Share your thoughts on the process of transforming your selected company.

    · What other areas do you see artificial intelligence impacting your organization?

    · What are your thoughts on the future trends of AI in leadership?

    · Reflect on how artificial intelligence has or can impact your current role and how it summarizes your learning from the course.

    3. Follow APA formatting guidelines: https://libguides.devry.edu/APA

    **Rubric**

    **Digital Reflection Paper (1)**

    | | | |
    | — | — | — |
    | Digital Reflection Paper (1) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent | **30 to >27.0 ptsAdvanced** Each point is answered thoughtfully, with clear examples and details that illustrate an understanding the organizational change…Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic).<br> <br>**27 to >24.0 ptsProficient** Each point is answered, with clear examples that illustrate an understanding of organizational change.<br> <br>**24 to >0.0 ptsDeveloping** Each point is answered with a moderate understanding of organizational change<br> <br>**0 ptsNot Present** | 30 pts |
    | This criterion is linked to a Learning OutcomeReflection | **30 to >27.0 ptsAdvanced** The reflection is completed with thoughtfulness and detailed understanding of AI.<br> <br>**27 to >24.0 ptsProficient** The reflection is completed and have an understanding of AI.<br> <br>**24 to >0.0 ptsDeveloping** The reflection is incomplete with limited understanding of the issues and AI.<br> <br>**0 ptsNot Present** | 30 pts |
    | This criterion is linked to a Learning OutcomeMechanics | **10 to >8.0 ptsAdvanced** Grammar, spelling, and punctuation are generally correct. Errors do not interfere with meaning.<br> <br>**8 to >6.0 ptsProficient** A few errors in grammar, spelling, and punctuation. Errors do not interfere with meaning.<br> <br>**6 to >0.0 ptsDeveloping** Many errors in grammar, spelling, and punctuation are generally correct. Errors may interfere with meaning.<br> <br>**0 ptsNot Present** | 10 pts |
    | This criterion is linked to a Learning OutcomeReferences and Formatting | **10 to >8.0 ptsAdvanced** The paper is properly formatted using the APA style, seventh edition. APA style is correctly used in the form of in-text citations for all research included. References are correctly cited and documented.<br> <br>**8 to >6.0 ptsProficient** The paper is formatted using the APA style, seventh edition. APA style is mostly correctly used in the form of in-text citations for all research included. References are cited and documented at the end.<br> <br>**6 to >0.0 ptsDeveloping** The paper is formatted using the APA style, seventh edition but with errors. APA style is used in the form of in-text citations for most of the research included. References are sometimes cited and documented correctly<br> <br>**0 ptsNot Present** | 10 pts |

    Total Points: 80

    [Top](https://devryu.instructure.com/courses/132874/assignments/4247003?module_item_id=17230972)