Questions:

Why might people see immigrants as “them”? How can “they” be seen as part of “us”? Is it a matter of time? Of attitude? Of perspective? Of information? Of personal exposure to new cultures and people? Of understanding one’s own immigrant heritage?

Except for Native Americans, most U.S. residents share an immigrant heritage. It is important to emphasize that although most people came to these shores by choice, others were forced to leave their homelands; some came as slaves, others as refugees.

Why do immigrants begin to see other newcomers, and those who desire to live here, as “them”?

Read the following two excerpts: then reflect on the questions that follow. Many immigrant experiences mirror each other over the centuries.

Homesteading

Looking back, “America Fever” reached epidemic proportions in Norway in the 1860s. The letters that many immigrants sent to their friends and family back home described the abundance of land, higher wages, and other advantages. One such letter proclaiming America’s wonders was written by Jens Gronbek of Rice County, Minnesota, to his brother-in-law, Christian Heltzen of Hemnes in Norland, Norway in September 1867.

“There are many thousand acres of available land here…as for government or home-stead land, one can take a quarter section or 160 acres free, except for payment of a registration fee of $14 per quarter, and this is almost all arable land…this is land you can use as you wish and sell when you will, and therefore is most sought. On homesteads, you are obligated to establish a residence, build a house, and start cultivation. You must live on the claim for six months of each year, and you may not sell it for five years, during which time it is free of taxes or further payments. It is this policy, of course, that makes the American government so generous and good for immigrants.

Do you know what, my dear Christian? If you find farming in Norway unrewarding and your earnings at sea are poor, I advise you, as your friend and brother-in-law, to abandon everything and -if you can raise $600- to come to Minnesota.”

Mr. Gronbek was able to obtain this land as a result of the Homestead Act of 1862. The federal Homestead Act allowed any citizen or immigrant who was the head of a family or 21 years old to get a homestead by staking a claim on an unclaimed quarter (160 acres) of government land. After signing on as claimant at a government land office, paying a small fee, and obtaining a receipt, the farmer could then move onto the land at once.

Questions:

• What was the U.S. government’s attitude toward immigrants during this time?
• Why did Mr. Gronbek come to the United States? Push factors? Pull factors?
• Would this free land Mr. Gronbek received from the government be considered a government benefit?
• Do you think people who did not homestead were accusatory of people who did receive free land from the government? Why or why not?
• Discuss the similarities and differences with today’s situation.

Language

Always interested in public affairs, Karl read the Uusi Kotimaa, a semi-weekly newspaper printed in the Finnish language. The paper carried national news and local news from Finland and Karl read it from front to back. Karl did not speak English as a rule. In fact, if he was asked, he would say he could not speak it. However, his son’s wife could not speak or understand Finnish so he was heard speaking English with her. One of Karl’s daughters said, “My Dad was so proud, he would not try to speak English because he wasn’t sure he could speak it correctly so he’d rather not speak it at all.” She was sure he could understand it, though.

Sources: Immigrant History Research Center Archives, Minneapolis MN, Minnesota Historical Society, St. Paul, MN.

Questions:

• What does Karl’s biography tell us about immigrants’ motivations to speak English at the turn of the century?
• Why do you think Karl continued to speak Finnish even after he had been in the U.S. for years and could speak and understand English?
• Do you think Karl’s children spoke Finnish or English or both?
• What do you hear in the news today about immigrants speaking English? 
• What are some pros and cons of bilingual education?

Optional Extension

Have students conduct research at their local historical society about “the immigrant experience” through the years. Have them read firsthand diaries, letters, and other accounts/documents to compare and contrast the experiences of immigrants throughout the history of your local area. They may report their findings to the class.