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Pages from the Past Curriculum Materials-
“Local German Americans told to ‘get right or get out’ during World War I”
By Christine Konopasek and Patrick Lawler, Normal Community High School
Materials
Supplementary Articles “Coliseum Filled at German Day Celebration,” The Pantagraph, October 29, 1915 Supplementary Activities: Using the “Coliseum Filled at German Day Celebration,” students may write a one page editorial either agreeing with or disagreeing with the content of the article. Focus should be on argumentation and reasoning, particularly making reference to the arguments made by Professor Rittmiller and Professor Goebel. Teacher Materials: A Different Mirror, Ronald Takaki |
Procedure
Pre-reading Activity: Ask students what German culture is evident in America today? Focus activity: After reading the article “Local German Americans told to ‘get right or get out’ during World War I,” students will discuss the anti-German sentiment during the war as well as the reasons why the sentiment existed. Once discussion has ended, have students evaluate and analyze political propaganda against Germany at the time. Political propaganda can include national ads as well as local ads ("Beast of Berlin”). Students will read “To Abolish German At High School Now” article to create a propaganda poster to abolish German classes in high schools. Propaganda posters should be paired with arguments against the teaching of German in high school, which can be found in the article “Citizens Committee Calls on School Board.” The main sections to focus on in the “Citizens’” article are “Members Make Talks” and “Mr. Bach Talks.” Glossary of Terms: Hysteria: n., a state in which your emotions (such as fear) are so strong that you behave in an uncontrolled way; a situation in which many people behave or react in an extreme or uncontrolled way because of fear, anger, etc. Hun: n., a member of a nomadic and warlike Asian people who devastate or controlled large parts of eastern and central Europe and who exercised their greatest power under Attila in the 5th century, a.d.; (often lowercase) a barbarous, destructive person; vandal; (older slang, disparaging and offensive) a disapproving term used to refer to a German, especially a German soldier in World War I or II. Euphemism: n., the substitution of an agreeable or inoffensive expression for one that may offend or suggest something unpleasant. Suspicion: n., a feeling that someone is possibly guilty of a crime or of doing something wrong; a feeling that something bad is likely true; a feeling of doubt. Synagogue: n., a building that is used for Jewish religious services; a Jewish congregation. Turnverein: n., The Turnverein was a national gymnastics organization that was founded in Berlin by Ludwig Jahn in 1811. The American Turnverein had also evolved into a gymnastics and social society which American citizens of German decent could join as well. In addition to gymnastics, the Turners also focused on “social clubrooms and family picnics that remained centered on German culture. To become a member of the Turners, one had to have been German-born or be the child of a German immigrant. Resolution: n., the act of finding an answer or solution to a conflict, problem, etc.; the act of resolving something; an answer or solution to something; the ability of a device to show an image clearly and with a lot of detail. Propaganda: n., ideas or statements that are often false or exaggerated and that are spread in order to help a cause, a political leader, a government, etc. Veritable: adj., being in fact the thing named and not false, unreal, or imaginary—often used to stress the suitability of a metaphor. Conscientious: adj., very careful about doing what you are supposed to do; concerned with doing something correctly. Undaunted: adj., not afraid to continue doing something or trying to do something even though there are problems, dangers, etc. |
Materials
Focus Activity
After reading the article “Local German Americans told to ‘get right or get out’ during World War I,” students will discuss the anti-German sentiment during the war as well as the reasons why the sentiment existed. |
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Once discussion has ended, have students evaluate and analyze political propaganda against Germany at the time. Political propaganda can include national ads as well as local ads.
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Students will read “To Abolish German At High School Now” article to create a propaganda poster to abolish German classes in high schools. Propaganda posters should be paired with arguments against the teaching of German in high school, which can be found in the article “Citizens Committee Calls on School Board.” The main sections to focus on in the “Citizens’” article are “Members Make Talks” and “Mr. Bach Talks.”
Supplementary activities
Using the “Coliseum Filled at German Day Celebration,” students may write a one page editorial either agreeing with or disagreeing with the content of the article. Focus should be on argumentation and reasoning, particularly making reference to the arguments made by Professor Rittmiller and Professor Goebel.
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Standards:
Illinois State Standards:
16.D.4b (US) Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity).
16.D.5 (US) Analyze the relationship between an issue in United States social history and the related aspects of political, economic and environmental history.
18.A.5 Compare ways in which social systems are affected by political, environmental, economic and technological changes.
Common Core Standards
CCSS.ELA LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA LITERACY.RI.9-10.6
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose
CCSS.ELA LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
NCSS (National Council for Social Studies):
Culture & Cultural Diversity (Thematic Standard)
· Enable learners to assess the importance of cultural unity and diversity within and across groups.
· Have learners interpret patterns of behavior as reflecting values and attitudes, which contribute to or pose obstacles to cross-cultural understanding.
· Guide learners in constructing reasoned judgments about specific cultural responses to persistent human issues.
Time, Continuity, & Change (Thematic Standard)
· Provide learners with opportunities to investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment; and enable learners to apply ideas, theories, and modes of historical inquiry to analyze historical and contemporary developments, and to inform and evaluate actions concerning public policy issues.
Individual Development and Identity (Thematic Standard)
· Have learners compare and evaluate the impact of stereotyping, conformity, acts of altruism, discrimination, and other behaviors on individuals and groups.
Individuals, Groups, and Institutions (Thematic Standard)
· Assist learners in identifying and analyzing examples of tensions between expressions of individuality and efforts of groups and institutions to promote social conformity.
Power, Authority, & Governance (Thematic Standard)
· Enable learners to describe the ways nations and organizations respond to forces of unity and diversity affecting order and security.
NCHE Vital Themes & Naratives:
Values, beliefs, political ideas, and institutions
Conflict and Cooperation
Illinois State Standards:
16.D.4b (US) Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity).
16.D.5 (US) Analyze the relationship between an issue in United States social history and the related aspects of political, economic and environmental history.
18.A.5 Compare ways in which social systems are affected by political, environmental, economic and technological changes.
Common Core Standards
CCSS.ELA LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA LITERACY.RI.9-10.6
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose
CCSS.ELA LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
NCSS (National Council for Social Studies):
Culture & Cultural Diversity (Thematic Standard)
· Enable learners to assess the importance of cultural unity and diversity within and across groups.
· Have learners interpret patterns of behavior as reflecting values and attitudes, which contribute to or pose obstacles to cross-cultural understanding.
· Guide learners in constructing reasoned judgments about specific cultural responses to persistent human issues.
Time, Continuity, & Change (Thematic Standard)
· Provide learners with opportunities to investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment; and enable learners to apply ideas, theories, and modes of historical inquiry to analyze historical and contemporary developments, and to inform and evaluate actions concerning public policy issues.
Individual Development and Identity (Thematic Standard)
· Have learners compare and evaluate the impact of stereotyping, conformity, acts of altruism, discrimination, and other behaviors on individuals and groups.
Individuals, Groups, and Institutions (Thematic Standard)
· Assist learners in identifying and analyzing examples of tensions between expressions of individuality and efforts of groups and institutions to promote social conformity.
Power, Authority, & Governance (Thematic Standard)
· Enable learners to describe the ways nations and organizations respond to forces of unity and diversity affecting order and security.
NCHE Vital Themes & Naratives:
Values, beliefs, political ideas, and institutions
Conflict and Cooperation