Immigration To Wisconsin

Fourth graders explore why groups of immigrants settled in Wisconsin. Through intervies with family members, printed materials, and internet research, 4th graders discover the contributions early residents made to the state. Students...

Fourth graders study Wisconsin's culture and heritage. They research the state's symbols and identify leaves common to the Wisconsin area. They create a leaf booklet and visit the state park. They visit local farms and create nature maps...

Students gather information about the Civil War from letters to the soldiers wives.  In this Civil War lesson, observe the descriptive accounts and list sensory words.  Students write a letter or poem matching a scene in the letters. ...

Students experience some of hardships of being an immigrant. They simulate packing for an immigration journey and decide what they and other family members would like to take. They construct a trunk and then pack and display it.

Students examine a handbook given to Wisconsin immigrants when they arrived. They create a list prioritizing the items they needed for survival in the mid-1800s.

Fourth graders identify the origins of their own ancestors and possible reasons for immigration. They research immigrant groups of Wisconsin, including origins and daily life, and then create timelines depicting their settlements.

Students examine and discuss the immigration of Hmong refugees from Laos to Wisconsin. They locate Laos on a map, discuss Hmong history, and write and produce a handbook for students that are transferring to their school from another...

Learners examine school rules in Wisconsin in the year 1846 and compare them to school rules now. They discuss why rules are necessary.

Fourth graders see that in the mid 1800s large numbers of European immigrants began settling in Wisconsin, bringing with them their cultures and languages. They experience a lesson given in a foreign language, then write about their...

Students design a postcard showing a scene an early railroad surveyor could have seen based on a diary of a surveyor. They read the document, The 1857 diary of railroad surveyor Andrew M. Davis, and write three to five facts they learned...