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Using Sources 1 and 2, which statement best explains how the American ideal of assimilation differed from the experiences of Native Americans? A. The American ideal emphasized collective achievement, but Native Americans refused to give up their individualism B. The American ideal stressed the importance of hard work, but Native Americans were discouraged from improving their job skills C. The American ideal values higher education, but Native Americans were prohibited from receiving any education. D. The American ideal valued fitting into society, but Native Americans were forced to participate in society and still encountered racism.

Using Sources 1 and 2, which statement best explains how the American ideal of assimilation differed from the experiences of Native Americans? A. The American ideal emphasized collective achievement, but Native Americans refused to give up their individualism B. The American ideal stressed the importance of hard work, but Native Americans were discouraged from improving their job skills C. The American ideal values higher education, but Native Americans were prohibited from receiving any education. D. The American ideal valued fitting into society, but Native Americans were forced to participate in society and still encountered racism.

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Using Sources 1 and 2, which statement best explains how the American ideal of assimilation differed from the experiences of Native Americans? A. The American ideal emphasized collective achievement, but Native Americans refused to give up their individualism B. The American ideal stressed the importance of hard work, but Native Americans were discouraged from improving their job skills C. The American ideal values higher education, but Native Americans were prohibited from receiving any education. D. The American ideal valued fitting into society, but Native Americans were forced to participate in society and still encountered racism.
Source 1: Excerpt from Twenty Years at Hull-House (1910) by Jane Addams Among the hundreds of immigrants who have for years attended classes at Hull-House designed primarily to teach the English language, dozens of them have struggled to express in the newly acquired tongue .. The teacher in a Settlement is constantly put upon his mettle- to discover methods of instruction which shall make knowledge quickly available to his pupils. [M]any men and women who every winter come regularly to Hull-House, putting untiring energy into the endless task of teaching the newly arrived immigrant the first use of a language of which he has such desperate need. Even a meager knowledge of English may mean an opportunity to work in a factory versus nonemployment, or it may mean a question of life or death when a sharp command must be understood in order to avoid the danger of a descending crane. In response to a demand for an education classes have been established and grown apace' in cooking, dressmaking, and millinery.. Two distinct trends are found in response to these classes; the first is for domestic training, and the other is for trade teaching which shall enable the poor..
Transcribed Image Text:Source 1: Excerpt from Twenty Years at Hull-House (1910) by Jane Addams Among the hundreds of immigrants who have for years attended classes at Hull-House designed primarily to teach the English language, dozens of them have struggled to express in the newly acquired tongue .. The teacher in a Settlement is constantly put upon his mettle- to discover methods of instruction which shall make knowledge quickly available to his pupils. [M]any men and women who every winter come regularly to Hull-House, putting untiring energy into the endless task of teaching the newly arrived immigrant the first use of a language of which he has such desperate need. Even a meager knowledge of English may mean an opportunity to work in a factory versus nonemployment, or it may mean a question of life or death when a sharp command must be understood in order to avoid the danger of a descending crane. In response to a demand for an education classes have been established and grown apace' in cooking, dressmaking, and millinery.. Two distinct trends are found in response to these classes; the first is for domestic training, and the other is for trade teaching which shall enable the poor..
Source 2: Native Americans at the Carlisle Indian Industrial School Chiricahua Apaches as They Arrived at Carlisle from Fort Marion, Florida (1886) Chiricahua Apaches Four Months after Arriving at Carlisle (1887)
Transcribed Image Text:Source 2: Native Americans at the Carlisle Indian Industrial School Chiricahua Apaches as They Arrived at Carlisle from Fort Marion, Florida (1886) Chiricahua Apaches Four Months after Arriving at Carlisle (1887)
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