The Library of Congress

German Immigrants: Their Contributions to the Upper Midwest Mary Alice Anderson and Kim Penrod

Why did Germans immigrate to the Upper Midwest in the late-nineteenth and early-twentieth century? What contributions did they make to the region's cultural heritage? Students use American Memory photographs and documents to answer these questions and others while strengthening their German language skills.

Content Objectives:	Students will: gain an understanding of how contemporary lifestyles/cultures/traditions are influenced by the contributions of the settlers of that region; and use their prior knowledge of German to discuss photographs of people.
Information Literacy Objectives:	Students will: become familiar with the American Memory collections. learn, develop and apply varying search processes and strategies to access resources in American Memory (IP standard 1, indicator 5). formulate questions based on informational needs (IP standard 1, indicator 3). distinguish among fact, point of view and opinion (IP standard 2, indicator 2). integrate new information into their own prior knowledge (IP standard 3, indicator 2). use and appreciate non-text forms of information (IP standard 5, indicator 2). derive meaning from information presented creatively in a variety of formats i.e. visual literacy (IP standard 5, indicator 2). develop creative products in a variety of formats (IP standard 5, indicator 3).
Time Required	2 weeks. Online research, classroom discussion, and review may be interspersed depending on student needs and technology availability. The lesson may be an introductory activity done early in the year or incorporated throughout the year. Adjust time as needed.
Recommended Grade Level	Grades 7–12.
Curriculum Fit	German, social studies, local and state history, language arts
Standards	McREL 4th Edition Standards & Benchmarks Geography Standard 6. Understands that culture and experience influence people's perceptions of places and regions Historical Understanding Standard 2. Understands the historical perspective Language Arts Standard 4. Gathers and uses information for research purposes Standard 7. Uses reading skills and strategies to understand and interpret a variety of informational texts Standard 9. Uses viewing skills and strategies to understand and interpret visual media US History Standard 17. Understands massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity
Resources	Resources and Activities
Technical Requirements	Classroom equipment needs: computer and video projection system. Lab needs: computers for students to work in pairs. Be sure all machines have sufficient memory and browser plug-ins. See Viewing and Listening to American Memory Collections. If lab access is limited, students may work from printed copies of the photos or documents.

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Procedure

Teachers will want to refer to the Using Primary Resources in the Classroom on the Learning Page. If students are expected to research on their own, it is essential that the teacher model research methods. We did not teach information literacy as a topic. We demonstrated and discussed search strategies and what it means to be information literate in the classroom prior to going online and while the students were searching. Additionally, we looked at examples of primary resources in the classroom. For example, the last names of students in the class illustrate how our community's ethnic composition has changed since the community was settled by Germans and other European immigrants in the nineteenth century. Students may work in pairs.

1. Before going online, introduce the lesson: vocabulary, brainstorming, and discussion.

• Vocabulary. Students should have a working knowledge of the following terms:

  • immigrant
  • migrant
  • ethnicity
  • ethnic
  • artifact
  • primary resource

• What evidence is there of German influence in your family? In our community? (Students may bring in pictures or slides of architecture in their community or region.)

• How do we know a person lived? What artifacts exist?

• Mindwalk Activity: Talk about old artifacts, letters, diaries, etc. (primary sources) that their family owns or knows about that were from an ancestor. Discuss traditions within the family for holidays, etc. Mention typical German customs and traditions and do comparisons with students' families. Move from here to a discussion of immigration and transition into the lesson.

2. Introduce the Library of Congress and the American Memory Home Page

• Present an overview of American Memory (use computer projection system).

• Model online research by navigating and searching Pioneering the Upper Midwest, ca. 1820-1910 and Northern Great Plains, 1880-1920 with emphasis on documents and pictures pertinent to your local community or region.

• Stimulate interest by reading Captured by the Indians: Reminiscences of Pioneer Life in Minnesota from the collection Pioneering the Upper Midwest, ca. 1820-1910.

3. Examine a primary resource by analyzing a photo.

• Model the lesson by examining a photograph as a class (classroom activity). Suggested Photo: Milton Meat Market: Charles Erb, Proprietor. Use with Activity 3 worksheet. This photo was used in a German language class as the introductory photo. Students had learned to describe people already, but not food. Talk about this photo in German, using different types of meats, vocabulary for shopping, etc.

• Students examine a photo with a partner (lab activity) in pairs. (Use Activity 1-4 worksheets.)

4. Culminating activity.

• Create a product designed to entice potential immigrants to the Upper Midwest. Photos and pictures from the web site must be incorporated into the product to make it more appealing. Pictures would be helpful to immigrants who were not literate. Upper level students can assemble a German-language product.

  Suggestions:

  • Travel brochure, see our Sample Student Brochure
  • Newspaper article
  • A letter home
  • Handbill

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Evaluation

• Group Process Assessment rubric.
• Assess time on task.
• Final product to be done independently (brochure, newspaper ad to promote immigration).

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Extension

• Web page evaluation. How is searching the Library of Congress American Memory Collection different from using a search directory such as Yahoo? How can you evaluate the information?

• Students may make a graph that illustrates immigration patterns and population shifts.

• Students may bring in a family heirloom for "show and tell."