Read Chapter 2 of Yosso's text, "Madres por la Educacíon: Community Cultural Wealth at Southside Elementary." and Answer the questions below. Questions:Now that you know where counterstories come from, analyze the effectiveness of counterstorytelling in Yosso's text. Is it effective? Why or why not? *Alert* If you believe it is ineffective, I want you to explain how Yosso could have gone about proving what she is trying to prove without the counterstory.In many ways, Yosso's text exemplifies the principles she espouses. CRT, and thus Yosso, prioritizes experiential knowledge. Yosso has constructed and arranged her text to be experienced, not just read. Analyze three examples from her text that you believe are meant to be experienced rather than just rationally understood.At the end of "Madres por la Educacíon: Community Cultural Wealth at Southside Elementary," Yosso's narrator reflects upon the old man she had seen at the meeting: "Suddenly, I got chills realizing why the elderly man looked so familiar. Could it be? Mi tocayo Paulo Freire? Instead of being pale by the time I got home, I felt flushed with excitement" (51). Why does Yosso include this passage? How does the way in which Yosso constructs this counterstory signal to us who here intended audience is? Explain.

As you have learned from reading chapter 8 and watching the video lessons, the newly independent United States faced a series of challenges, leading to the passage of a new Constitution, and the election of George Washington as the first president.Imagine you are a member of Washington's first cabinet, serving along with Alexander Hamilton, Thomas Jefferson, and others. Write for about 15 minutes, or approximately 250 words, with some advice you have for Washington. What issues should he prioritize? How should he solve them?Must be done within 30 minutes please! Sorry for any late notice.