In the novel "To Kill A Mockingbird" what evidence from the novel shows where the gum and the pennies are coming from?

The fact that Nathan Radley fills the knothole in the tree with cement proves that the gum and pennies are from Boo Radley.

The first hint as to where the gum and pennies came from is the location of the tree.  The tree is on the Radley lot.

As we came to the live oaks at the Radley Place I raised my finger to point for the hundredth time to the knot-hole where I had found the chewing gum, trying to make Jem believe I had found it there, and found myself pointing at another piece of tinfoil. (Ch. 4)

The tree is easily accessible to Boo Radley, and he knows that the children will find what is left in it because they have to pass by. Boo has been watching them, and the presents in the tree are his way of reaching out to them.  He wants to make friends.  The gifts left in the tree make it clear that he is watching the children.  The soap dolls are a prime example.

You may be wondering if someone else in the Radley household could have left the objects in the tree.  This is highly unlikely.  We know this because of Nathan Radley’s reaction when he finds out that the children are getting the gifts.  He cements the tree’s knothole, so nothing else can be left there.

“Mr. Radley, ah—did you put cement in that hole in that tree down yonder?”

“Yes,” he said. “I filled it up.”

“Why’d you do it, sir?”

“Tree’s dying. You plug ‘em with cement when they’re sick. You ought to know that, Jem.” (Ch. 7)

Nathan Radley found out that Boo was leaving things in the tree for Scout and Jem to find, and he closed the hole.  This way, Boo could not leave anything else in the tree, and his connection and communication with the Finch children would be greatly inhibited.  Since Boo was a recluse, he had no other way to reach out to them.

The incident of the tree is an interesting one.  The children earlier proved interest in and empathy toward Boo Radley.  He was lonely, and decided to make friends.  His unusual way of doing it allowed the children to get to know him a little bit better.  Nathan put a stop to it because most people would think a grown man leaving gifts for children was inappropriate. 

How did the British anger the colonists after the French and Indian War?

There were several things the British did that angered the colonists after the French and Indian War. Immediately after the war ended, the British passed the Proclamation of 1763. The law prevented the colonists from moving west. The colonists were upset and said they would go to the west regardless of what the law said. The British then passed the Quartering Act that required the colonists to provide housing for British troops that were enforcing this law. The colonists didn’t want to have to pay for housing soldiers who were enforcing a law the colonists didn’t like or want.

There were some tax laws the colonists opposed. The Stamp Act was passed in 1765, and the Townshend Acts were passed in 1767. These laws were designed to have the colonists pay some of the cost of running the colonies. The colonists felt these tax laws were illegal because the colonists didn’t have representatives in Parliament that could speak about or vote on these taxes. Since all British citizens have the right of having representatives in Parliament who could vote on tax laws, the colonists felt these laws shouldn’t occur because they had no representatives in Parliament.

The Boston Massacre angered the colonists. When the British soldiers killed five colonists in March 1770, the people were very upset. They didn’t like the British soldiers, and this event intensified the dislike for them.

The colonists were upset with the Intolerable Acts that were passed after the Boston Tea Party. These laws were very harsh, especially on the colonists in Massachusetts. The colonists began to form militias, indicating they expected fighting to begin soon. After the battles at Lexington and Concord, most people believed the war would eventually begin. As a result of various actions that angered the colonists, the relationship between Great Britain and the colonies deteriorated between 1763-1776, leading to the Revolutionary War.

How are the seeds dispersed by animals protected?

Animals disperse seeds in two main ways - 1.) by eating the seeds and then shedding them in their droppings and 2.) physically carrying the seeds to other locations.

Seeds which are ingested need to be protected from damage by the animal's teeth and also from the harsh conditions of the digestive system. For this reason, seeds are usually very hard so that they can not be easily crushed between the teeth or so small that they can be swallowed whole (for example, raspberry seeds). Seeds also have a tough outer seed coat which is not penetrated by the stomach acids. Thus viable seeds can be passed through the digestive tract.

Some seeds are large and not particularly tasty (for example, a peach pit). This prevents the seed from being eaten along with the fruit in the first place. An animal can carry a fruit like this to a new location to eat it, and then just eat around or spit the pit out. 

The cashew is a particularly interesting plant. The cashew produces a 'cashew apple' and the cashew itself is attached to the bottom of this apple. The apple is very tasty and is food for humans and other animals. However, the cashew is the actual seed, and is encased in a hard shell which contains a chemical which is irritating to the skin. In this way, animals are enticed to collect and eat the apples, dispersing the seeds in the process, but are less likely to try to break open the seed itself.

What is Thomas Paine's overall message to the troops in the field in The Crisis?

The Crisis was a series of essays by Paine intended to, in short, rally the Continental troops who had suffered a series of defeats at the hands of the British. The army seemed likely to disintegrate through both expired enlistments and desertions, not to mention the ever-present possibility that they would be destroyed by the British Army. Philadelphia had been captured, and the future of George Washington as commander of the Continental Army seemed in doubt. Paine argued that the British army was nowhere near as strong as people believed, and that the privations and hardships suffered by the Continental Army were worth it when considering the ultimate prize of liberty:

Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly: it is dearness only that gives every thing its value. Heaven knows how to put a proper price upon its goods; and it would be strange indeed if so celestial an article as FREEDOM should not be highly rated. 

The Crisis consisted of several essays, but the first, written in the winter of 1776, is the most famous. It was in this piece that he laid out the basic themes of the rest. He accused Tories of cowardice, argued that the British government, like all monarchies, was thoroughly corrupt, and continued to paint the conflict as a contest between good and evil in which the Americans would inevitably prevail, if only they would persist in the struggle.

What is a summary of Diary Two from The Freedom Writers Diary?

Interesting question! In Diary Two of The Freedom Writers Diary, several interesting components are revealed through the author.

In this section, the author reveals that he does not feel as though he belongs in the classroom. The author illustrates that he is the only white student in the classroom. The author believes that he belongs in the other classroom with the mainly white “distinguished scholars.” As the author reveals:

“I feel really uncomfortable in here with all these rejects.”

Not only this, but he also discusses that mixing all the races in this classroom is problematic. As the author demonstrates, during lunch, all of the students segregate based on their race. He believes that this is acceptable and that the school will regret mixing up the races and putting them into the same classroom.

Thus, the author does not feel as though he belongs. Subsequently, the author also believes that the school is making a mistake for mixing the students from different races together in this classroom. Consequently, despite that he should be in this classroom (due to his academic struggles in English), the author wants to be placed in another class.  

What do Johnny and Ponyboy do when they know the children are in the church? Are they scared?

The chapter that you are asking about is chapter 6.  Ponyboy and Johnny see the church burning, and they think that one of their cigarettes must have started the fire.  The two boys quickly realize that there are kids all around the building, and they can hear kids screaming from within the church as well.  

Then we all froze. Faintly, just faintly, you could hear someone yelling. And it sounded like it was coming from inside the church.

Johnny and Ponyboy do not hesitate.  The fling themselves headlong at the church.  They break through a window and climb through in order to find and rescue any children inside the church.  The two boys quickly locate the children and begin hustling them out of the church.  

No, Ponyboy and Johnny are not scared.  Physiologically, their adrenaline is on overdrive.  They know that they have to act quickly, or the kids will die.  Johnny and Ponyboy simply do not have time to be scared.  What's interesting about the text is that Ponyboy recalls thinking about the danger he is in and wondering why he is not scared.  

I should be scared, I thought with an odd detached feeling, but I'm not. The cinders and embers began falling on us, stinging and smarting like ants. Suddenly, in the red glow and the haze, I remembered wondering what it was like in a burning ember, and I thought: Now I know, it's a red hell. Why aren't I scared?

A poor figure! Shame on you! The Serbs have Austrian officers who are just as clever as the Russians; but we have beaten them in every battle for...

At the beginning of the play, Raina's  conversation with her mother, Catherine Petkoff, alludes to the Serbo-Bulgarian war of 1885. In Act 1, we learn that Raina is engaged to a Bulgarian officer, Sergius Saranoff.

While Catherine is in ecstasies regarding Saranoff's heroic cavalry charge, Raina initially expresses some doubt about her fiance's valor. She thinks that reading too much Byron and Pushkin has colored her perception of soldiering.

Only think, mother, I doubted him: I wondered whether all his heroic qualities and his soldiership might not prove mere imagination when he went into a real battle...

Because the operas and literature she is so fond of promote military valor in such romantic terms, Raina is afraid to trust that fiction can hold up to reality. Catherine asserts that Raina should be ashamed of herself for doubting Sergius, because their soldiers have already proven themselves on the battlefield. She thinks that Raina should not doubt the efficacy or valor of Russian/Bulgarian troops, as they have defeated the Serbians in every battle, despite the presence of clever officers on the Serbian side.

In other words, Catherine is telling Raina that she should have more faith in the evidence before her eyes rather than her fears.