According to "Drawn To Barre," why were immigrants skilled in stone-cutting attracted to Barre, Vermont?
A. There was an opera in the town.
B. They wanted to work on the railroad.
C. There were quarries in or near the town.*
D. They wanted to form labor unions.
"Practical job training was important. Many kids went directly from grammar school to special vocational schools sponsored by private agencies like the Children’s Aid Society in New York City. The society operated separate trade schools for boys and girls. The courses offered reflected the kinds of jobs open to the students. For boys: shoemaking, printing, carpentry, sign painting, bookbinding, basketry, chair caning, janitorial work. For girls: cooking, sewing, embroidery, dressmaking, millinery, stenography, typewriting." Which best describes the structure of the paragraph?
A. Compare and contrast**
B. Chronological order
C. cause and effect
D. sequence of events
Which is one way that the inclusion of Sophie Ruskay's personal account contributes to the purpose of the text "At School*"?
A. It highlights why the children hated repeating lessons.
B. It emphasizes the difficult conditions in many schools.
C. It highlights how immigrant children learned about America.
D. It emphasizes the difficulties faced by immigrant children.
* the text at school: In some city schools, nearly all the students came from immigrant families. When the school term opened in 1903, the pupils of Public School Number 1 on New York City’s Lower East Side represented twenty-five different nationalities. Many of these youngsters were from the old country and could not speak English. Students who already knew English acted as translators for those who had just arrived.
Foreign-born children had to learn how to speak, read, and write a brand-new language. At first there were no special classes for kids who could not speak English. They were simply placed in regular classes with much younger American-born children. A twelve-year-old immigrant boy might find himself squeezed into a desk in a second-grade classroom. As the immigrants learned English, they were promoted to classes with children their age.
This system was unpopular. It humiliated many immigrant students and slowed down their American-born classmates. Eventually, in most schools with heavy immigrant enrollments, special courses were set up to teach English to newcomers. After four or five months, when the young immigrants had learned enough English, they were assigned to regular classes. Except for those English classes, immigrant children received no special treatment.
Schools had few frills. The school day began with the Pledge of Allegiance. Boys and girls attended separate classes. They came together only in assembly.
Instruction emphasized the three Rs, American history and geography, penmanship, and spelling. Misspelled words were written in a notebook ten times or more. Students memorized long lists of news and dates. They recited to the teacher while standing at attention.
Sophie Ruskay has recalled the grammar school she attended on the Lower East Side:
When teacher called out in her sharp, penetrating voice, “Class!” everyone sat up straight as a ramrod, eyes front, hands clasped rigidly behind one’s back. We strived painfully to please her. With a thin smile of approval on her face, her eyes roved over the stiff, rigid figures in front of her.
Beautiful script letters across the huge blackboard and a chart of the alphabet were the sole adornments of the classroom. Every day the current lesson from our speller was meticulously written out on the blackboard by the teacher who, whatever else she lacked, wrote a lovely, regular hand. We spent hours over our copybooks, all conveniently lined, as we laboriously sought to imitate this perfection.
We had to learn our lessons by heart, and we repeated them out loud until we memorized them. Playgrounds were nonexistent, toilets were in the yard, and gymnasiums were an unheard-of luxury.
Some schools had rooftop playgrounds. But usually, there were no sports or play facilities at all. Students stood at their desks as they performed physical fitness exercises every morning. At the command “Class stand!” the room was filled with the shuffling of feet and the banging of desk seats being raised. Monitors used long poles to open the windows. The teacher stood on a little platform beside her desk. She called out, “Breathe in! Breathe out!” as the class made loud hissing sounds. These breathing exercises were followed by simply gymnastics: “Hands on shoulders! Arms up! Arms out! Shoulders back!”
Students were also instructed in the fundamentals of health, hygiene, and personal grooming. Periodic examinations at school by a visiting nurse and visiting dentist provided the only medical and dental care that many children received.
Most immigrant families tried to keep their children in school until the age of fourteen, when a youngster could obtain full-time working papers. But that was not always possible. During hard times, kids had to drop out of school early. In the days before World War I, it was an accomplishment to finish grammar school.
Practical job training was important. Many kids went directly from grammar school to special vocational schools sponsored by private agencies like the Children’s Aid Society in New York City. The society operated separate trade schools for boys and girls. The courses offered reflected the kinds of jobs open to the students. For boys: shoemaking, printing, carpentry, sign painting, bookbinding, basketry, chair caning, janitorial work. For girls: cooking, sewing, embroidery, dressmaking, millinery, stenography, typewriting.
Kids who were already working full time could attend night classes in English and a variety of other subjects. But after a ten- or twelve-hour working day, it wasn’t easy to sit in class and stay alert.
As immigrant kids went through the school system, they became more Americanized. They learned about American heroes, American folklore, and the workings of American government. They absorbed American manners and customs. They became experts on American fads, fashions, and slang. Youngsters entering school often could be identified as Italians, Greeks, Russians, or Poles. When they left school, they looked, talked, and acted just like other American kids.
The children became Americanized much faster than their parents. Often this caused painful conflicts in immigrant families. A gap appeared between the children and their parents. The parents clung to Old World customs and beliefs. The kids spoke English all day with their friends. They thought in American terms. More than anything else, they wanted to be accepted as equals in their adopted land. In their anxiety to become fully “American,” some immigrant children rejected their Old World heritage and the traditional values of their parents. Some felt embarrassed or even shamed by their parents’ immigrant ways.
Yeah nope, sorry Addison no help here, but when I finish the pearson connexus test I can say the answers, so be ready for that.
Also I'm talking about the test, "Test: Making Changes Unit Test" for Language arts.
and why is everones name only one letter :/
i am in 6th so what are the correct answers
The answers are 1.d 2.b 3.a 4.c 5.d 6.b 7.b 8.a 10.a 11.d 12.c 13.d 14.a
1
2
3
6
14
here's right
1, B
2,C
3,D
6, A
14,B