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People of the Prairies: a Norwegian and Mashington,°DC Art Education

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People of the Prairies: a Norwegian and Mashington,°DC Art Education 4*. I , , . "NA , '°. r COCONUT RESUPIZ 4 , . ,,,. 012 .240 , . 30 ..199/100 977 - v . .v. 't , 4E1THOR 4,:, . Tabbert, Jon Charles,. Ed:: Peteilon, Fredrick E., ,, I .. ') Ed, ., t 'r !TITLE , . People of the Prairies: A Norwegian and German-Russian Curriculum Guide. INSTITUTION North Dakota Univ., Grand Forks. Cianter for Teaching A , and Learning. SPONS AGENCY Department of Heilth,Educationelind Welfare, Mashington,°D.C. At S ..... PUS DATE -78 . 11930.'1" Section t entitled ftiversity of North ) " 'Dakotati; 'Chester Fritz Library Collectionn and- r- map Atif North Dakota' on page 83. may not repro cleality due to EDRS PRICE MF01/PC00 Plus Postage. DESCRIPTORS Art Education: *CulturalvAilareneadfflaWrOi' Development: *Ethnicity: Food: Geagrapy: History InstruCtion: Home Economical Humanities Instruction; *Immigrants: Language .Arts: Mythology; Secondary Education: Social Studies.: Sociology IDENTIFIERS . North Dakota AHSTRAC The guide presents secondary level units designed to promote understending of the two largest ethnid groups in North Dakota, the Norwegians and the German-Russians. The book s presented in five parts. Part T provides an historical overview of jhe Norwegian and German-Russian migration to North Dakota. P t II presents.three Norwegian units on mythology, language art and art, Students compare Norwegian myths with other mythologies, tnveitigate contributions to society by outstanding Norwegians, and create traditional Norwegian art. Reproducible patterns for art work are included.. Section III examines German-Russian geography, history, and social-studies. Students trace family ties, the migration of , German-Russians, .prepare a German-Russian meal, and construct .a scale model of a pioneer 'home. Maps. recipes, and 'instructions for , 0 constructing the home are included. Section IV contains brief descriptions of sociology, speech, language ars,'humanitieg, social *. studies, and home econiiics units,. Section V coantains a bibliogfaphy, and. a list of resource organizations. Norwegian'recipes, an Outline . of ethnic characteriAtics, amd a pedivgree chart are included in the' appendix. (KC)' . of ". 4 , -*********************************************************************** ,* Reproductions supplied by FORS. are the bett tilt* cate be ea'de .* , ll - * . from the Original document. , , OP , . 5 5 i . , 1 ' . 4 J. ... k AV , \. 1980 U$. 011PANTAMINT OP NIALTN, . IDUCATION&WILPAOR NATIONAL INSTITUT' OP., PEOPLE,OF PtEPRAIRIES: pueatION 4 Toui 00CUMINT MN REPRO- RAMO IRACTLr AI RiCilviD AROM A NORWEGIAN ANDGERMAN7RUSSIAN Tool rimsoN,op ORGANISATION ORIGIN- LYING IT POINTS OP VIEW OR OPINIONS STATIC DO NOT NOCISSANILV RIPUI CURRIOLUM GUIDE SINT OPP ICIAL NATIONAL INITITUTO op IDUCATION POSITION 00 Wilicv a 'YERMISSiON TO REFRODUCE THIS MAT RIALHAS SEEN GRANTEDBY TO THE EDUCATIONAL ` THE NpRWEGIAN.-AND GERMAN-RUSSIAN HERITAGE INFORMATION RESOURCES , . CENTER (ERIC)." , . , . y `' I. OF-NORTH DAKOTA PROJECT' cc Edi tor , JON CHARLESTABBERT Associate Edior, 1 . " FREDRICK t. PETERSON CENTER FOR TEACHINGAlD LEARNING UNIqRsITr OF NORTlqi DAKOTA GRAND FORKS, NORTWDAKOTA 1 , 1978 e . 4 I ' ACKNOWLEDGEMENTS While space does not permit us to acknowledge all of the many individuals who spentliterally lhousinds of hours Worklng on behalf.of. the "Norwegian and German-Russian Heritage of North Dakota" project, the authors and editors are indebted to the'following resource consultants who added much insight and direetion to the project: . !i.AN Dr..Playford V. Thorianr.Mr. Allen Spiker, and, Mr.,Thomas Clemenst,,,, ill of the Univerelty of North'Dakota, Dr. Verlyn Anderson of Concordia . College, Professor Timothy,Kloberdanz of Northtiakota State University, and Dr. Adam Giesingerfoirmerly of the Uniyersityof Manitoba. VerY Special thanks are also-due tO-Dr.Richard Landry, of thi UniVersity of NorthlDakota, Superliisor of Evaluation.for theprojecii.'In addition, we apprediate the roleplayed by_Dr. William E..Koenker, former Vice President for Academic Affairs.at UND, under whose,authority and reco- mmendation the project grantwriting team was organized. In addition'to thege individuals, thanks.and.commendation are extended to all members of the-grantwriting team, allparti.cipants the project's.AdVisory.CourIcil, all of the cooperatingschool systems, . the active teapher-curriculumfdevelopers, and .thehundreds of junior and senior high school students'who took part_ipthe,development of the curriculumuniis.. Mention should also be made.ofthe role played by the,U. S. It Department of Health,'Education and Welfare, sourceof the4indswhich made thisproject_poss'ible, and of the help and cooperation extended by the stateDepartment'of Public Instruction. made valuable . All of these people arorganizations have contributions to the overall success ofthis project, and, thus; to .6 INTRODUCTION Pe Itiropean ethnicity in NorthDa,kotatalo.teilded to: . :,...p4,,,- Settle in et tcally Pure communities which hive:been- cOncentrate4,in geographically dittinct areaS of the !tate,.In many caseS:thes.*- 1 communTis were settled by ihrigrants from specifjcgeograPhic arias, of NorWay'or Russia'. (In this .regard, it it important-tonOte.t4t there are distinctcUltural.differences between Germaniifrom Russia and Germani from-Central Europe. .Thusi German-Russians area'diStifict-,ethnic group, not to be confused with"German Germans.") InteedNorth Dakota- . has the highest percentage concentration of German-Russiansand of Norwegians in the United Stites. Generally, Norwegtan immigrants settled in the eastern and northern areas of the state,while German-RussJan 'immigrants settled in the,southwestern,_central, hndsoutherfi areas. Most of this settlement has occurredrelatively,recently with immigra- tion heaviest,between 1880 and 1915. ,In fact, there arestill a'feW living immigrants in these commuOties, as well as a number of perso9s whose parents were immtgrants. Ineme communities the nineteenth century language and culture ofthiLthnicheritage have been preserved. However, these cOmmunities'have been marked by out-migration over the past four or five decades. .The "NorwegianandGerman-Russihn Heritage " . , fun6 % of North 4akota" project; for which federal ding was obtained, was.., . designed.to help preserve the*extant heritage throughdocumentatfon anc _. r education and to make.the ethnic heritage of ourstateavailable to those who do not live in such ethnically pure communities. At least as importantly, it was desigfied to encourage understanding of and appreciation dr _5 fgt. our major ethnic heritages by one another;to break dpwn some of.. 4, A , . the barriers which geographical differences** physkal distances, and l . \i\ the tendency toward comparative ethnic purity have erected. This projikt and the curriculum 'materials it inspired are at once a celebration .0f our ethnic heritages and an attempt t have, them shared,bYt all. 'If 711; ! ( 0.promote , Thecore achieveMent Sought by. the project, then, was understanding, of *the culture of the two'largest ethnic groups in the State of North Dakota thropgh development of curriculum materiali which , .s can supplement the current educational program. Wwasaimediat en-. , riching the current secondary curri'culum, especially at the seventh 4 t through twelfth grade levels..Moiliover, it was aimed at stimulating. interest in.the cultural achievements of other ethnic groups and an e. -understanding of the heterogenious composition of the state and the nation. The primary work of.the project was the development and field testing of curriculum materials.'. Teachersfroi round the state woked with athe project in this capacity.Among secondary effects seen as nurtured by thispr4ilaryactivity were involvement of members of. the community in the educational process of the secondary schools, utili- . zation of the curriculum development tetlents of secondary teachers, . stiMulation of increased ethnic and cultural understanding and interest among members of theccAlunity, and preservation.in documented form of aspects of the culture which still exists in many communities in North Dakota which were settled wholely by oeople.from particular areas of Norway or by Germans from' Russia. * ,Included this book are five major sections. Section one, prepared by Theodore Jelliff, to-author Of North Dakota: A Heriitage of . -the People, is agenerallildstoricalovIrview of the Norwegian and German- , . e Russian migration-to the NOrth Dakota area. Mr. Jelliff'voverview is ` is designed to proyide baSic historical.information to a teacher interes 1 1 '1' 41/,t 5 , II! in.deVeloping anethnic herttage uni,t of hisown. Sections two and three Of the book aredevoted to. representative - curri culumunits will ch . focus on.viri ous. subject areas covered by 'parti- --;.: f r. ) r '' ,!f' geOgraphji, .cipating project teachers. 'Some of the subject. areas include: hi Story,mythology,sociology', andart.'Each of" the:units. represente.d. , been includedto serve as 'anillustratiA *1 a sepera.te, entity., and has ofthe types of things that can be donein the atea of Norwegian Or r . German-Ruisian ethnicity. # Section four of the book contains capsulizedcurriculum units , submftted by other project teachers. While these uni$ ts areinteotionally . % . short, each of them contains somevaluable idqas. that can be employed. , by interested teacherS:. 0 , The final section provides a bibliographyand resource information. It is interided to be practical and useful. In e sence it is a cool- pilation of all of the source materials
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