Paragraphs 15–16 assist to build the fundamental theme since Wiesel refers to the Holocaust in Auschwitz by suggesting, ironically, that if governments throughout the globe had realized what was happening to Jews under Hitler's authority, they would have aided them. By doing so, Wiesel claims that they would have saved many more lives than they did.
Paragraphs 15 and 16 also relate to the central idea because they both deal with explaining why it is important to remember history. Paragraph 15 explains that remembering history prevents it from happening again, while paragraph 16 states that forgetting history leads to more violence. These two ideas are opposite sides of the same coin; if we forget what happened in the past, then it cannot prevent something like it from happening again. However, if we remember what happened then it may help stop future violence.
Finally, paragraphs 15 and 16 contribute to the development of the central idea because they both explain how remembering history can help us avoid future violence. Paragraph 15 suggests that remembering history can help us avoid future violence by preventing it from happening again. This makes sense because if we forget what happened in the past, then we can't take steps to prevent something similar to it happening again. Paragraph 16 adds that remembering history can also help us avoid future violence by helping us resolve our differences peacefully.
What contribution does the section "World War I" make to the primary theme of the book (Paragraphs 4-5)? A. It demonstrates how Germany's suffering during WWI influenced people's inclination to support Hitler and seek vengeance on other countries. It underlines Hitler's past as a valiant soldier before becoming a terrible dictator. B. It shows how technology played a role in the war: machines killed millions of people. C. It reveals how young men were attracted to war: it was a great adventure, they got to travel around the world, meet different people, see things they never would have otherwise. D. It explains why nations went to war: sometimes there are no good options, so one has to be done anyway.
Hitler believed that Germany had been humiliated in the treaty of Versailles, and this contributed greatly to his rise to power. First, he tried to improve Germany's military strength so that she could be more self-sufficient and therefore less dependent on others for her security. Then, when that failed, he began to pursue a policy of aggressive nationalism which led to World War II.
In conclusion, the section "World War I" shows how important it is to learn from history, because if we don't do that, then we're likely to repeat its mistakes.
The author illustrates how the genocide impacted him personally. He hoped that people would see the significance of genocide and make it criminal, even if they had not directly experienced it as he had. This idea is developed through references to previous paragraphs and by using facts and statistics to support his argument.
Paragraph 14 gives us insight into why the genocide occurred. The author was a major contributor to the movement that led to its execution. He wanted people to know about this tragedy so that it could never happen again.
In conclusion, the author shows how losing is good for you because it makes you want to win even more. He has just described the mentality of sports fans everywhere!
How do the specifics in the text help to support the main idea? They contrast the abolition of slavery in the French colonies with the abolition of slavery in other colonies. They depict the last few years of slavery in Europe and its various colonies. They describe the effects of slavery on both slave owners and slaves.
The specific details in the text include information about: wars between France and Britain (which caused trade shortages for French West Africa's biggest employer); the introduction of African workers as competition for Europeans; the use of black slaves as a form of currency because they were cheaper than European goods; and the effect that slavery had on both white masters and slaves. These things show that slavery was not only bad for slaves but also hurt those who tried to abolish it.
In conclusion, the specifics in the text help to support the main idea because they show that slavery was not only bad for slaves but also hurt those who tried to abolish it.
The paragraph's primary theme refers to the core topic of the literature review. It is frequently seen at the opening of a literary composition, in the first sentence, or at the end. This paragraph discusses the evolution of technology and its impact on society.
Secondary themes include aspects of the topic that are not the main focus but which still play an important role in explaining or interpreting the main idea. These secondary themes can be mentioned in the text to provide more information about what has come before and what will follow later in the essay. For example, the last sentence of this paragraph would be considered a secondary theme because it explains how this event has affected technology over time.
Tertiary themes are topics that are not essential to the understanding of the main idea but which may interest the reader nonetheless. They can be included in the text to provide more context about what is going on within the study area or research project. For example, the last sentence of this paragraph would be considered a tertiary theme because it talks about future developments in technology.
Finally, antitheses are topics that directly contradict the main idea. They can be included in the text to produce a stronger argument or to draw attention away from other parts of the essay where the writer might be weak.
When the author wrote and developed the core idea by first detailing what individuals of African heritage went through on the Middle Passage, the author then went on to provide numerous details about the people to the audience. The author did this by discussing various cases where people from Africa were captured and traded as slaves, and also by writing about free blacks in America who had been granted certain rights by their country.
The author's idea of combining details about different cases of slavery with information about freed blacks in America has proven to be a very effective way for other writers to discuss human oppression. Even though the book was written over 200 years ago, it is still being used today by students of history and social studies classes to understand how slavery has affected many people over time.
In addition to teaching students about slavery, the author's idea of including facts about freed blacks in America who had been given certain rights by their country has also proved to be an effective method for black authors to discuss racial equality today. Since slavery has never been completely abolished around the world, it is important for us to know our history so that we do not repeat it. By reading about slavery in the past, we can better understand its effects on people today and be more aware of possible forms of discrimination against people of color in the future.