• Immigrant Kids by Russell Freedman.  1980: New York: Dutton.  New York, 1985: Puffin Books.
• Video:  Program four ("Where We Came From") of Exploring Wisconsin Our Home
• Chart paper
• Letter explaining Heritage Day
• Home project handout:  Family History Interview

1. Ask the questions:
        Who are some groups of people who came to Wisconsin?
        Why did they come?
        Do you know your ethnic background?
2. List different ethnic backgrounds (African, Asian, European, Hmong, etc.) on chart paper.
3. Introduce vocabulary from program four of  Exploring Wisconsin Our Home teacher guide.
4. View video.

1. Discuss video.
2. List push-pull factors on chart.
3. Compare immigrants and refugees as addressed in the program.
4. Hand out home project sheet and explain.
5. Hand out heritage day letter and explain.

Social Studies
     A.4.7
     B.4.10
     E.4.4, 4.12

Language Arts
     C.4.2, 4.3
     E.4.2

 

Social Studies
     A.4.4, 4.5, 4.7
     B.4.1, 4.2, 4.3, 4.4
     E.4.2, 4.3, 4.4, 4.7, 4.8, 4.9, 4.10, 4.11, 4.14

Language Arts
     B.4.1, 4.2, 4.3
     C.4.1, 4.2, 4.3
     F.4.1

 

• Push-pull handout, page 144 of Exploring Wisconsin Our Home teacher guide.
• Video:  Program five ("Coming to Wisconsin") of Investigating Wisconsin History.
• Poster board, markers, pencils, crayons, etc.

1. Discuss the ways that people were pushed to move from their original homes
   and pulled to come to Wisconsin.
2. Present vocabulary from video
3. View video

1. Discuss video.
2. Make posters advertising why people should move to Wisconsin.

Social Studies
     E.4.2, 4.4

Science
     E.4.8

Language Arts
     B.4.1, 4.2, 4.3
     C.4.1, 4.2, 4.3
     E.4.3, 4.4, 4.5

• Greatstate Wisconsin*, 1997-1998, issues 1-9
• Immigrant Journal Graphic Organizer
• Chart paper (with graphic organizer format)
• Markers

1. In cooperative groups, students will read one of the journal entries from  Greatstate Wisconsin, "Diary of an Irish Immigrant -- Parts 2-9."
2. In the cooperative group, complete a graphic organizer for the journal entry that was read.
3. Share the information from the graphic organizer with the entire class.
4. During the group sharing, the teacher will record information on a large chart-paper graphic organizer, which will be displayed in the classroom for students to refer to later.

Social Studies
     A.4.2, 4.4, 4.5, 4.7
     B.4.1, 4.3, 4.4, 4.5, 4.7, 4.9
     C.4.2, 4.3, 4.6, 4.7
     D.4.1, 4.7
     E.4.1, 4.3, 4.5, 4.6

Language Arts
     A.4.1, 4.2, 4.3, 4.4
     C.4.1, 4.2, 4.3
     D.4.1
     F.4.1

* Greatstate Wisconsin
  P.O. Box 445
  Plymouth, WI 53073-0445
  Phone: 920-528-8551

• COM -- Wisconsin: Celebrating People, Place and Past
  Select:  "Wisconsin Voices" from Frontier/People and from Modern Times/People

• World Wide Web sites:

• WisKids Library: Research Links

• Wisconsin Electronic Reader

• 19th Century Immigration to Wisconsin (Wisconsin Historical Society)
  

• "The Tide of Emigration to the United States and to the British Colonies"

1. Divide students into two groups.  One group will use the CD-ROM.  
   The other group will use the Internet to find information about immigrant
   groups that came to Wisconsin.   Common groups are German, Swiss,
   Norwegian, English/Cornish, African American, Hmong.
2. Students look for some of the push-pull factors for selected groups.
3. Students also look for information on daily life, dreams, problems, hardships, and changes in their lives.
4. Students take notes.  This information will be used in the day-five lesson.

Social Studies
     A.4.4, 4.5, 4.6, 4.7, 4.8, 4.9
     B.4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10
     C.4.4, 4.5
     D.4.3, 4.4, 4.6
     E.4.3, 4.5, 4.6, 4.7, 4.8, 4.11, 4.12

Language Arts
     A.4.1, 4.2, 4.3, 4.4
     E.4.1, 4.3

Day 5:  Write a RAFT and Create a Map

• Cultural Map of Wisconsin by D. Woodward, R. Ostergren, O. Brouwer, S. Hoelscher, and J. G. Hane, 1996.  Madison, Wis: University of Wisconsin Press.
• Sample of a RAFT

1. Students will share information from the research day. 
   This will help students come up with ideas for the writing assignment.
2. Create a map showing various ethnic settlements in Wisconsin.
3. Write a RAFT:
   R (role of an immigrant)
   A (audience is a relative in the home country)
   F (format is a letter)
   T (topic is reasons why they came to Wisconsin, experiences, feelings, and their life now)

1. Discussion
2. Map activity
3. Write the RAFT

Social Studies
     A.4.4
     E.4.4

Language Arts
     B.4.1, 4.2, 4.3
     F.4.1

Mathematics
     E.4.1, 4.2, 4.3

 

Dear Parent/Grandparent/Guardian/Friend:

We will be having a Heritage Day as an ending activity to our unit on Wisconsin Immigration. On that day we will do activities that relate to the ethnic groups we studied, or other ethnic groups that the students are familiar with.  We need your help.  If you are willing to provide food, entertainment, artifacts, or craft items; be a speaker or share family traditions, please let us know.  Our Heritage Day will be held, _________________.  Please take time to talk to your child during the next several days about what we have been studying, and share their ethnic background and traditions with them. 

 

***********************************************************************

I will be able to:

____ send food (please specify) ___________________ (label with country)

____ send items for display

____ demonstrate a skill (please specify) ___________________________

____ help serve

____ provide entertainment (please specify) _________________________

____ other

 

Parent name: ________________________________

Top

1. Where were you born?
   
   
   
2. What country or countries did our ancestors come from?
   
   
   
3. What types of homes do they have in the country or countries our ancestors came from?
   
   
   
4. Where did you live as a child?
   
   
   
5. Could you describe your home?
   
   
   
6. Did your family stay in one place, or did you move when you were growing up?

Family

1. How many children were in your family?
   
   
   
2. What were their names?
   
   
   
3. Were your relatives close by?
   
   
   
4. Did you have a favorite relative?    Who?     Why?
   
   
   
5. Do you know when our family came to America?    If so, when?
   
   
   
6. Did our ancestors have large families?

Growing up

1. Did you have chores when you were a child?    If so, what were they?
   
   
   
2. When and why did you move away from home?
   
   
   
3. How much spending money did you have as a child? How did you get it?
   
   
   
4. How did your family get along?
   
   
   
5. Who were some of your good friends when you grew up?
   
   
   
6. What types of chores might our ancestors have had when they were children?

Recreation / Entertainment

1. What games did you play when you were a child?
   
   
   
2. Where did you play?
   
   
   
3. What did you do for recreation or entertainment?
   
   
   
4. Did you listen to the radio?
   
   
   
5. Do you remember getting your first TV?
   
   
   
6. What kind of programs did you watch on TV?
   
   
   
7. What was your favorite TV show or radio program?
   
   
   
8. What was your favorite song?
   
   
   
9. Who was your favorite singer?
   
   
   
10. Did you ride bikes a lot?
    
    
    
11. What might our ancestors have done for recreation?

Food

1. What kinds of food did you eat as a child?
   
   
   
2. Did you have any ethnic foods that you still eat?
   
   
   
3. Where did you get your food?
   
   
   
4. Where was the store?
   
   
   
5. What was the store like compared to today?
   
   
   
6. How did the cost of food compare to now?
   
   
   
7. How has cooking changed over the years?
   
   
   
8. How often did you go out and where did you go?
   
   
   
9. Does our family have any special foods or recipes that have been passed down
   from our ancestors?

School

1. Where did you go to school?
   
   
   
2. How did you get to school and how far was it?
   
   
   
3. How many kids were in your grade?
   
   
   
4. What kind of books and classes did you have?
   
   
   
5. What was your favorite subject?
   
   
   
6. How did you get along with your classmates?
   
   
   
7. What was your school building like?
   
   
   
8. What did you have for lunch?
   
   
   
9. How was your school heated?
   
   
   
10. How was discipline handled?
    
    
    
11. Do any of your classmates live around here?
    
    
    
12. What might school have been like for our ancestors?

Occupations

1. What was your first job?
   
   
   
2. What kind of jobs did you have?
   
   
   
3. What was your salary?
   
   
   
4. Do you know what type of occupations our ancestors might have had?

1. How did your cost of living campare to today?

Transportation

1. What were cars like when you were younger?
   
   
   
2. What was the price of gas?
   
   
   
3. What was the price of a car?
   
   
   
4. What other forms of transportation did you use?
   
   
   
5. What type of transportation would our ancestors have had?

Miscellaneous

1. What do you remember most about being my age?
   
   
   
2. Are there any stories handed down from your family?
   
   
   
3. Whom do you most admire?
   
   
   
4. Is there any history on your name?
   
   
   
5. Are there any characteristics or personality traits from your family?
   
   
   
6. Are there any items passed down from generation to generation of family value?
   
   
   
7. Do you have any favorite stories, poems, or songs?
   
   
   
8. Do you have any stories of dating?
   
   
   
9. Do have any stories of driving a car or truck?
   
   
   
10. Do you have any memories of Christmas years ago?
    
    
    
11. Do you have any special dates you remember, and where and what you were doing
    at that time, such as the bombing of Pearl Harbor or the assassination of Kennedy?
    
    
    
12. Are there any other stories that you remember that might be interesting for me to know?
    
    
    
13. Are there any other facts or interesting information about our family history that you
    have learned about?
    
    
    
14. Are there any important practices, beliefs, or traditions you would like future generations
    to know about and pass on to their descendents?