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        4-7, 13+

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        Minnesota | Coming to Minnesota Activity 1: Immigration to Minnesota

        Students review posters from the past that advertise immigration to Minnesota. Students then create a modern poster depicting the current benefits of immigrating to Minnesota.

        Lesson Summary

        Students review posters from the past that advertise immigration to Minnesota. Students then create a modern poster depicting the current benefits of immigrating to Minnesota.

        This lesson is part of "Great States: Minnesota | Coming to Minnesota" where students will examine why people from all over the world come to Minnesota, and they will also evaluate their influence on the state.

        Time Allotment

        25 minutes

        Learning Objectives

        Standards

        6.4.4.18.1: Describe how and why the United States claimed and settled the upper Mississippi River region in the early nineteenth century; explain the impact of steamboat transportation and settlement on the physical, social and cultural landscapes.

        6.4.4.20.2: Analyze the causes and impact of migration and immigration on Minnesota society during the late nineteenth and early twentieth centuries.

        6.4.4.20.4: Describe Minnesota and federal American Indian policy of the late nineteenth and twentieth centuries and its impact on Anishinaabe and Dakota people, especially in the areas of education, land ownership and citizenship.

        Supplies

        Directions

        1. Show the “Emigration” and “Indian Land for Sale” posters to the students. Explain that the first poster used the word “emigration” instead of “immigration.” Explain that immigrant and emigrant both describe a person who has permanently moved from one country to another. In the country the person has moved to, he/she is known as an immigrant. In the country the person has moved from, he/she is known as an emigrant. The poster was advertising to people in other areas of the United States, in hopes of convincing them to leave their hometowns for the new city of Nininger. Thus, the goal was to have people emigrate from their current lives.

        2. Allow students a few minutes to study each poster and then note the main points trying to convince people to emigrate to Minnesota.

          Main points from Emigration poster:

          • Becoming part of the Union

          • Endowed with lands for public schools and state universities

          • Train transportation

          • Large commercial town with farming, milling, and manufacturing with water

          • Merchants encouraged as the town size will double in the next year

          • Free transfer to steamers to Saint Louis

          Main points from Indian Land for Sale poster:

          • Get a home of your own

          • Easy payments

          • Perfect title to the land

          • Possession within 30 days

          • Great farming land: irrigated, grazing, agricultural,

          • Lists the acreage per state that the Department of Interior sold in 1910

          • Average of 350,000 acres will be offered in 1911

        3. Direct students to work individually or in small groups to create a modern-day poster advertising the benefits of emigrating to Minnesota. Posters can include popular attractions, big cities, job opportunities, or other fun facts about present-day Minnesota.

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