Immigration to Minnesota:
Then and Now
A Classroom Lesson
for Upper Elementary
Copyright Minnesota Historical Society, 2007
The stories of Minnesota’s people pop up
in all sorts of places. They’re carved into
rock walls rising above northern lakes and
on rocky ridges in the southwestern
prairies.
They pass from generation to generation
through the mouths of storytellers.
They jump from the pages of diaries,
journals, and written histories.
--Dave Kenney, Northern Lights: The Stories of
Minnesota’s Past
In this session. . .


We will examine stories of two immigrants who
chose Minnesota as their home.
Immigration to our state has come in two major
waves—first, in the mid-1800s, and second,
between the 1970s and today. This lesson
explores both.
Point to Consider about Content

A primary focus of this lesson is on the new settlers
coming into Minnesota during the territorial period
(1849-1858) and years of early statehood. However, it
is still important to assess the impact this had on
Minnesota’s first populations, the Dakota and Ojibwe
peoples. It is difficult to overestimate the fundamental
way Dakota and Ojibwe life was altered by the influx of
Americans and foreign immigrants into Minnesota
during this era.
Lesson Goals



To give students an understanding of
challenges people face who are uprooted from
their homeland and settle in a new place.
To introduce students to the concepts of push
and pull factors that lead to immigration.
To give students experience using primary
sources to gather information about a subject.
Social Studies Standards
Minnesota History (Grades 4-8)
This lesson addresses the following standards:
 C. Early Settlement and Statehood 1810-1860
–
The student will know and understand the factors
that led to rapid settlement of Minnesota in the 19th
Century and the changes the new Minnesotans
brought with them.
1. Students will explain why early settlers came to
Minnesota and analyze their impact on political, cultural,
and physical landscapes.
Social Studies Standards
Historical Skills (Grades 4-8)
This lesson addresses the following standards:
 B. Historical Resources
–

The student will begin to use historical resources.
1. Students will identify, describe, and extract information
from various types of sources, both primary and secondary.
C. Historical Inquiry
–
The student will analyze historical evidence and draw
conclusions.
1. Students will understand that primary sources document
first-hand accounts of historical events.
2. Students will compare perspectives in primary sources
and determine how the different perspectives shaped the
authors’ view of historical events.
Lesson Prep
The following 10 slides are provided solely for your
lesson prep. You will photocopy them—some for

your use only, and some for student handouts.
Teacher Use Only. Make one copy:
You will read from these 3 sheets during the presentation. Abbreviated versions will
show onscreen for the students
–
–
–
–

Immigration to Minnesota:Then
Transportation: Then
Slide 12. A Long Journey
Immigration to Minnesota: Now
Student Handouts. Make one for each student:
Photocopies for Teacher Use
Make one copy of each of the next few slides.
These slides are for you.
You will read from these 4 sheets during the presentation, as
abbreviated versions show onscreen for the students.
– Immigration to Minnesota:Then
– Transportation: Then
– A Long Journey
– Immigration to Minnesota: Now
Immigration to Minnesota: Then
Until about 1850, most of the people living in the place
we call Minnesota were Indians—Dakota and Ojibwe.
But in the next 10 years, things changed incredibly fast.
Minnesota became the fastest-growing place in the
United States. The speed with which white settlers took
over Indian land was incredible.
By 1860, white settlers were the majority. Some of these
newcomers were immigrants from other countries, and
many were people who traveled from other territories in
the United States.
As more and more people arrived, Minnesota itself
changed in countless ways.
from Northern Lights: The Stories of Minnesota’s Past, Minnesota Historical Society, 2003.
Transportation: Then
For as long as anyone
could remember, there
had been two ways to
travel through the land we
now call Minnesota—by
foot or by canoe. But by
the 1850’s, people had a
few more choices.
In 1847, steamboats started making regular stops at
the village of St. Paul.The boats carried people and
supplies. Great numbers of immigrants took trains from
the East Coast to Mississippi River towns such as
Galena, Illinois, and then boarded steamboats bound
for Minnesota.The boats could run only from April to
November, when the river was clear of ice.
from Northern Lights: The Stories of Minnesota’s Past, Minnesota Historical Society, 2003.
A Long Journey
St. Paul
People traveled far to get to their new home in Minnesota. Notice the
section from Galena to St. Paul. That part alone took anywhere from 2 to 6
days. Now, think about how long it would have taken to get there from New
York or Boston. Look at the water and land routes. For many, this was
AFTER they’d already traveled from another country across the Atlantic
Ocean. Sometimes, these trips took months to complete.
Immigration to Minnesota: Now
From the late 1900s until now, new waves of
immigrants have been making Minnesota their
home. Russian Jews, Africans, Asians, and
Latinos make up an increasing portion of the
state’s population.
Like earlier newcomers, they left their old homes
for specific reasons, often to escape violence or
poverty. And like all earlier newcomers, they
came to Minnesota for specific reasons, often to
join family and friends or to find new jobs.
from Northern Lights: The Stories of Minnesota’s Past, Minnesota Historical Society, 2003.
Photocopies for Student Handouts
Make enough copies of the following slides for your
students. You may make one of each for every
student, or enough for them to work on pairs—
you make the call.
Give handouts to students as you get to them in the slideshow:
– An Immigrant from Scotland
– Two Letters in Alexander Harkin’s Pockets
– Alexander Harkin Chose Minnesota: Reasons Why
– An Immigrant from Laos, p. 1
– An Immigrant from Laos, p. 2
– Kao Xiong Chose Minnesota: Reasons Why
An Immigrant from Scotland
Alexander Harkin
As a young boy in Scotland, Alexander Harkin had
learned farming was hard work. Still, he had often
dreamed of owning his own farm. But this wasn’t an
option for him, like other Scottish people who weren’t
wealthy enough to own land.
Harkin wasn’t wealthy, but we was ambitious. He knew
his chances of owning land in Scotland were very low.
He made the decision to make the journey to a new
land where he’d heard about opportunity—the United
States.
When he was just 20 years old, Harkin came to
Massachusetts and got a job at a factory. Six days a
week, he had to do the same dull task hour after hour.
Six years later, he decided there would be no more
listening to the crazy pounding of machines. No more
worrying about losing his job whenever the factory’s
business slowed down. From now on, Alex Harkin was
going to be his own master—a Minnesota farmer.
Alexander Harkin in 1874, nearly 20
years after his arrival in Minnesota.
Adapted from Three Immigrant Stories, a component of The Immigrant Experience: A
Minnesota History Resource. Copyright © 1977 by the Minnesota Historical Society.
Two Letters in Alexander Harkin’s Pockets
Fort Ridgely
Minnesota Territory
September 26th, 1855
Dear Brother,
. . . I was happy to hear of your decision to
become a farmer in Minnesota Territory. Here
is large Territory inviting you to cultivate it.
The land will yield you one hundred fold of
all that is necessary for a good life . . .
I hope to have some preparations for our farm
on your arrival. I have alread begun to
purchase stock. I am the owner of one fine
milk cow, two calves, and one bull of the
Durham breed, the best in the Territory. Hogs
and chickens I will have no trouble obtaining
when I hear of your arrival . . .
With my best wishes for your future health
and happines, I remain your affectionate
brother,
Barney Harkin
Adapted from Three Immigrant Stories, a component of The Immigrant Experience: A
Minnesota History Resource. Copyright © 1977 by the Minnesota Historical Society.
Melrose, Scotland
March 17, 1856
My Dear Brother,
When you receive this letter, you will be ready to begin your long
journey to the far west. I hope you have got everything
comfortable for the voyage. I wish I had been with you to help you
pack all your things and to have seen you once more. . .
Father and I are afraid that you will not find Barney and things in
Minnesota Territory as you expect. If this should be so, I trust you
will be prepared for this trial and disappointment. Also, if you ever
should get to see Barney, do tell him that Father and I are
anxiously waiting to hear from him.
Dearest brother, I know it will be a trial for you to leave all your
dear friends in Massachusetts and to go away again among
strangers. But I do hope that even in the far west, you will meet
some good, heavenly minded people . . .
Catherine Harkin
Alexander Harkin Chose Minnesota:
Reasons Why
Why did Alexander Harkin make his journey?
Remember the push and pull factors for moving to a new homeland? Below is a list of common
reasons. Look over the list and choose ONE push factor and ONE pull factor that applied to Harkin’s
story. Circle your answer, then explain why you chose it.
Push Factors: Why Did
Leave His Homeland?
Harkin
War Forced Him Out or Caused
Him to Flee
Only the Wealthy Can Own Land
Pull factors: Why Did Harkin
Choose Minnesota?
Opportunity to Own Land
To seek a job or education
To escape religious or social oppression
Response to a letter or advertisement
promoting Minnesota
Making a Living is Difficult
To join family members
Explain your answer ______________________
Explain your answer__________________________
_______________________________________-
__________________________________________-
_______________________________________-
__________________________________________
A Immigrant from Laos
Kao Xiong
The Story of Her Escape
The year was 1979, and 17-year-old Kao Xiong (KOW SHAWNG)
was swimming for her life.
Crack! Crack! Kao knew what that sound was. Gunshots. Soldiers
were firing at her, her father, and more than a dozen other people
who were trying to swim across the Mekong (may-KHANG) River,
which separates the Southeast Asian countries of Laos and Thailand.
If Kao and her father could just make it to the other side, they’d be
safe, too. They had made triangle-shaped life preservers out of strips
of bamboo, but Kao’s father’s triangle kept breaking.
“The current was very strong,” Kao later recalled, “but my father and I
knew that if we didn’t make it this time, we would be shot . . . Our
group finally made it to the Thai shore, where my mother and the rest
of my family were waiting. We had all escaped Laos, and we were
finally safe.”
Kao Xiong holds a
storycloth.
from Northern Lights: The Stories of Minnesota’s Past, Minnesota Historical Society, 2003.
A Immigrant from Laos
Kao is a member of an Asian group called the Hmong. The Hmong lived and farmed for many years in
the mountains of Laos before they were forced to flee. Their problems started with the war in neighboring
Vietnam during the 1960s and 1970s. The United States was fighting the communists in Vietnam, and the
war spilled over into nearby Laos. The United States recruited Hmong men to fight the communists in
Laos and had promised to protect the Hmong soldiers and their families. But when the communists won
the war in 1975, the Americans left Vietnam. The communists in Laos killed many Hmong because they
had helped U.S. soldiers. Some Hmong tried to hide in the mountains. Others, like Kao, decided to flee
across the Mekong River into Thailand.
For many years, Kao lived in Thailand, in a camp for people who had escaped dangerous conditions in
Laos. She met her husband and had four children. “There was no future for our kids in the . . . camp,”
Kao remembered. “We wanted our children to be free and have an an education and to have a good life.”
In 1986, the U.S. government granted her family’s request to come to America. They lived in California for
8 years, then moved to Minnesota to join other family members.
Churches and synagogues made special efforts to
bring Hmong refugees to Minnesota. Word began
to spread that Minnesota was a good place to live.
Soon, thousands of Hmong were moving here.
Still, adjustment was not easy. “We believe getting
a good education in American schools is very
important,” said Xiong’s husband, “but we also
believe that our children should never forget where
they came from.”
Kao Xiong’s family
from Northern Lights: The Stories of Minnesota’s Past, Minnesota Historical Society, 2003.
Kao Xiong Chose Minnesota:
Reasons Why
Why did Kao Xiong make her journey?
Remember the push and pull factors for moving to a new homeland? Below is a list of common
reasons. Look over the list and choose ONE push factor and ONE pull factor that applied to Harkin’s
story. Circle your answer, then explain why you chose it.
Push Factor: Why Did Xiong
Leave Her Homeland?
Pull factor: Why Did Xiong
Minnesota?
War Forced Them Out or Caused
Them to Flee
Opportunity to Own Land
Only the Wealthy Can Own Land
To seek a job or education
To escape religious or social oppression
Response to a letter or advertisement
promoting Minnesota
Making a Living is Difficult
To join family members
Choose
Explain your answer ______________________
Explain your answer__________________________
_______________________________________-
__________________________________________-
_______________________________________-
__________________________________________
Immigration to Minnesota
A Lesson for Upper Elementary
Grades
Key Terms
Does anyone know what the
word immigrant means?
An immigrant comes to a country where they
were not born in order to settle there.
You may also have heard a similar word.
Does anyone know what emigrant means?
An emigrant is a person who leaves one country to
settle in another.
Key Terms
A person who emigrates also
immigrates.
As he leaves his country of origin,
he emigrates from his homeland, in
order to immigrate to another
country.
Leaving his old country, he is an
emigrant, but arriving in his new
country, he is an immigrant.
An emigrant EXITS one country,
emigrant
immigrant
and then becomes an immigrant who
moves IN to another country.
How to Remember the Words
emigrant = exit
emigrant
immigrant
immigrant = in
WARM-UP: Photo Analysis
Let’s learn more about immigrants.
We are going to explore a photograph.
We’ll look at the photo shown on next few
slides, and then we’ll talk about it.
Warm-Up Photo Analysis
Let your eyes wander over this photograph. Do not try to learn
anything right away. Just let yourself become familiar with the picture.
Immigrants on an Atlantic Liner, Edwin Levick,1906, Library of Congress Prints and
Photographs Division, Washington, D.C.
Warm-Up Photo Analysis
What do you see?
Now, let’s talk more about this photograph. Don’t worry
What appears to
about right or wrong answers.
happening?
The purpose of this warm-up is to get used to be
exploring
pictures and other pieces of the past.
Study the people.
What do you
notice about
them?
Does this look like
a pleasant trip?
Immigrants on an Atlantic Liner, Edwin Levick,1906, Library of Congress Prints and
Photographs Division, Washington, D.C.
If you were
standing on this
ship, what might
you say to the
person next to you?
The photo was taken in
1906. It gives glimpse of
what one boat trip looked
like back then.
What did a steamboat sound
like? Now, we’ll listen to
sounds from a quick video. It
shows a steamboat that’s
similar to ones used in early
1900s.
Watch video
http://www.steamboats.org/steamboat-videos/videos-belle-of-louisville.html
(You’ll see a list. Click the one called “Belle of Louisville Whistle.”
It lasts 30 seconds.)
Why are we looking at pictures of a
steamboat?

Steamboats were one of the main ways
immigrants traveled to Minnesota 150 years
ago. Let’s learn more. . .
Immigration to Minnesota: Then
Minnesota had a huge rush of immigration between
1850 and 1860.
1850 = most people in Minnesota were Indians
1860 = most people in Minnesota were white settlers
who had come from other places
As more and more people arrived, Minnesota changed
in countless ways.
from Northern Lights: The Stories of Minnesota’s Past, Minnesota Historical Society, 2003.
Transportation for Immigrants
Before 1850, two modes
of travel available:
 walking
 canoes
By 1850, more options:

steamboats
In 1847, steamboats start to come to St. Paul.
Many immigrants took trains from the East Coast, then
took boats up Mississippi River to get to Minnesota.
Boats can’t travel when river is icy.
from Northern Lights: The Stories of Minnesota’s Past, Minnesota Historical Society, 2003.
Transportation Then and Now
If you were traveling in
1850. . .
A trip from
Galena, Illinois
to
St. Paul, Minnesota
would take you:
2 days by steamboat
 6 days by stagecoach

St. Paul
Can you guess how
long it would take to
drive from Galena to
St. Paul today?
Traveling by car today,
this trip would take only
5 hours and 15 minutes!
A Long Journey
St. Paul
People traveled far to get to Minnesota.
•
Galena to St. Paul = 2 to 6 days
•
Before that, many had come from Boston or New York.
•
Before that, many had come from other countries.
Entire trips could take 2 months.
An Example of Travel Conditions
What a horrible morning! The wind is strong and the waves
are high.The ship is rolling from side to side so much that it
is impossible to stand up without getting dizzy. We are all
terribly seasick. I would never have believed that a person
could vomit as much as I have this morning.
Conditions on the lower levels are beyond description. Since
the toilets are so far away from these parts of the ship the
passengers use chamber pots, which they leave on the floor.
The rocking of the ship, however, has capsized many of these
vessels, spreading filth in every direction. To make matters
worse, people in the upper beds cannot help vomiting on their
fellow suffers in the lower beds.
--A German immigrant named Franz Joseph Ennemoser
Excerpt from Three Immigrant Stories, Jeffrey A. Hess. A component of The Immigrant Experience: A
Minnesota History Resource Unit. Copyright 1977 by the Minnesota Historical Society.
Stop and Talk
Before we go on, let’s stop for a
minute and talk about what we’ve
learned.
TALK
You know that in the mid-1800s,
Let’s findfrom
out. one
We’llcountry
discover
journeys
to the
stories of
some
people
another
could
bereal
long,
noisy,who have
made the journey
Minnesota.But
uncomfortable,
andtodangerous.
that
didn’t
people from
Acting
likestop
detectives,
we will explore
coming.
pieces of these people’s pasts. These
things—like
and
quotations —
Can
you thinkphotos
of some
reasons
WHY
people
might have
made a
are called
primary
sources.
journey such as this?
Those Who Chose Minnesota:
Reasons Why
There are countless reasons why people leave their homelands to move to a new
country. Sometimes, people are forced to leave. Other times, they choose to look for
new opportunities.
In a minute, we’ll read two stories—one from the 1850s and one from modern times. In
both, a person left another country and eventually moved to Minnesota.
As you read these stories, think about two main things:
Push factors:
Why they left their homelands
Pull factors:
Why they chose Minnesota
What is a primary source?
A primary source is a piece of the past.
To investigate stories from the past, historians examine primary
sources. Primary sources are first-hand, original objects, such as
letters, photos, diaries, and official documents like birth certificates.
Historians use primary sources as evidence of past events, just as
detectives use clues to solve a crime.
We’ll study primary sources to find out why people chose to leave
their homeland and settle in Minnesota.
from Northern Lights: The Stories of Minnesota’s Past, Minnesota Historical Society, 2003.
Point of View
What People See and
Understand
Historians keep in mind that primary sources reflect a certain point
of view. For example, if your grandmother and her brother both
wrote in their diaries about the same family event, the diary entries
would be different. One person might say the event made them
happy, while the other might say the same event made them sad.
This is because each person has a unique point of view. Point of
view—how you see and understand the world—is formed by
education beliefs, and life experiences. Culture, time period, and the
place you live also shape your point of view.
Adapted from Northern Lights: The Stories of Minnesota’s Past, Minnesota Historical Society, 2003.
EVERYONE HAS A POINT OF VIEW
Stories of Real People Who Chose Minnesota
New people have been coming to Minnesota for
centuries. We’re going to explore a few stories. As
we do, we’ll investigate primary sources and
points of view.
We’ll learn about someone who
came to Minnesota around the time
it
became
a state—150
years ago,
And
we’ll also
learn about
in
1858. who came to
someone
Minnesota in modern times.
Let’s meet them. . .
An Immigrant from Scotland
Alexander Harkin
As a young boy in Scotland, Alexander Harkin had
learned farming was hard work. Still, he had often
dreamed of owning his own farm. But this wasn’t an
option for him, like other Scottish people who weren’t
wealthy enough to own land.
Harkin wasn’t wealthy, but we was ambitious. He knew
his chances of owning land in Scotland were very low.
He made the decision to make the journey to a new
land where he’d heard about opportunity—the United
States.
When he was just 20 years old, Harkin came to
Massachusetts and got a job at a factory. Six days a
week, he had to do the same dull task hour after hour.
Six years later, he decided there would be no more
listening to the crazy pounding of machines. No more
worrying about losing his job whenever the factory’s
business slowed down. From now on, Alex Harkin was
going to be his own master—a Minnesota farmer.
Alexander Harkin in 1874, nearly 20
years after his arrival in Minnesota.
Adapted from Three Immigrant Stories, a component of The Immigrant Experience: A
Minnesota History Resource. Copyright © 1977 by the Minnesota Historical Society.
Two Letters in His Pockets
On May 5, 1856, Alexander Harkin stood in the train station in
Andover, Massachussets, waiting for the train that would take him to
Minnesota.
He and his new wife, Janet Harkin, did not know what to expect.
In Alex’ pockets, he held two
letters written about the place
soon to be his home—
•One from his brother, Barney
•One from his sister, Catherine.
Read the letters.
A St. Paul and Pacific Railroad train, 1873.
Text adapted from Three Immigrant Stories, a component of The Immigrant Experience: A
Minnesota History Resource. Copyright © 1977 by the Minnesota Historical Society.
Two Letters in Alexander Harkin’s Pockets
Fort Ridgely
Minnesota Territory
September 26th, 1855
Dear Brother,
. . . I was happy to hear of your decision to
become a farmer in Minnesota Territory. Here
is large Territory inviting you to cultivate it.
The land will yield you one hundred fold of
all that is necessary for a good life . . .
I hope to have some preparations for our farm
on your arrival. I have alread begun to
purchase stock. I am the owner of one fine
milk cow, two calves, and one bull of the
Durham breed, the best in the Territory. Hogs
and chickens I will have no trouble obtaining
when I hear of your arrival . . .
With my best wishes for your future health
and happines, I remain your affectionate
brother,
Barney Harkin
Adapted from Three Immigrant Stories, a component of The
Immigrant Experience: A Minnesota History Resource.
Copyright © 1977 by the Minnesota Historical Society.
Melrose, Scotland
March 17, 1856
My Dear Brother,
When you receive this letter, you will be ready to begin your
long journey to the far west. I hope you have got everything
comfortable for the voyage. I wish I had been with you to help
you pack all your things and to have seen you once more. . .
Father and I are afraid that you will not find Barney and things
in Minnesota Territory as you expect. If this should be so, I trust
you will be prepared for this trial and disappointment. Also, if
you ever should get to see Barney, do tell him that Father and I
are anxiously waiting to hear from him.
Dearest brother, I know it will be a trial for you to leave all your
dear friends in Massachusetts and to go away again among
strangers. But I do hope that even in the far west, you will meet
some good, heavenly minded people . . .
Catherine Harkin
What Happened . . .
Alexander Harkin
Alexander Harkin remained in Minnesota. In
1870, he established Harkin’s General Store,
eight miles north of New Ulm. It became a
place for neighbors to connect. There, they
checked their mail, bought needed items,
played games, and watched steamboats from
the porch.
Though the store eventually shut down, when
the railroad bypassed the town, Harkin’s store
is a historical site today. You can visit this place,
which is run by the Nicollet County Historical
Society, and get a feel for what it was like.
Alexander Harkin in 1874, nearly 20
years after his arrival in Minnesota.
Stop and Talk
You’ve read two letters written to
Alexander Harkin—one from his
brother and one from his sister.
What did Barney’s letter say about
Minnesota?
TALK
What did Catherine’s letter say about
Minnesota?
Each had a different perspective
about what Alex’s new life in
Minnesota might be like. To find out,
Alexander had to go there himself.
Alexander Harkin Chose Minnesota:
Reasons Why
Why did Alexander Harkin make his journey?
Remember the push and pull factors for moving to a new homeland? Below is a list of common
reasons. Look over the list and choose ONE push factor and ONE pull factor that applied to Harkin’s
story. Circle your answer, then explain why you chose it.
Push Factors: Why Did
Leave His Homeland?
Harkin
War Forced Him Out or Caused
Him to Flee
Only the Wealthy Can Own Land
Pull factors: Why Did Harkin
Choose Minnesota?
Opportunity to Own Land
To seek a job or education
To escape religious or social oppression
Response to a letter or advertisement
promoting Minnesota
Making a Living is Difficult
To join family members
Explain your answer ______________________
Explain your answer__________________________
_______________________________________-
__________________________________________-
_______________________________________-
__________________________________________
Immigration: Now
We’re going to read a story about a modern
immigrant. As you read her story, be thinking about
reasons why she to come to Minnesota from her
homeland of Laos.
Read the story silently to yourself. It will take a few
minutes.
Laos is in southeast Asia.
Immigration to Minnesota: Now
From late 1900s till now, many new immigrants
have been coming to Minnesota:

Russian Jews,

Africans,

Asians,

and Latinos, just to name a few.
They left homelands for certain reasons
AND
They chose Minnesota for certain reasons.
from Northern Lights: The Stories of Minnesota’s Past, Minnesota Historical Society, 2003.
An Immigrant from Laos
Kao Xiong
The Story of Her Escape
The year was 1979, and 17-year-old Kao Xiong (KOW SHAWNG)
was swimming for her life.
Crack! Crack! Kao knew what that sound was. Gunshots. Soldiers
were firing at her, her father, and more than a dozen other people
who were trying to swim across the Mekong (may-KHANG) River,
which separates the Southeast Asian countries of Laos and Thailand.
If Kao and her father could just make it to the other side, they’d be
safe, too. They had made triangle-shaped life preservers out of strips
of bamboo, but Kao’s father’s triangle kept breaking.
“The current was very strong,” Kao later recalled, “but my father and I
knew that if we didn’t make it this time, we would be shot . . . Our
group finally made it to the Thai shore, where my mother and the rest
of my family were waiting. We had all escaped Laos, and we were
finally safe.”
Kao Xiong holds a
storycloth.
from Northern Lights: The Stories of Minnesota’s Past, Minnesota Historical Society, 2003.
An Immigrant from Laos
Kao is a member of an Asian group called the Hmong. The Hmong lived and farmed for many years in
the mountains of Laos before they were forced to flee. Their problems started with the war in neighboring
Vietnam during the 1960s and 1970s. The United States was fighting the communists in Vietnam, and the
war spilled over into nearby Laos. The United States recruited Hmong men to fight the communists in
Laos and had promised to protect the Hmong soldiers and their families. But when the communists won
the war in 1975, the Americans left Vietnam. The communists in Laos killed many Hmong because they
had helped U.S. soldiers. Some Hmong tried to hide in the mountains. Others, like Kao, decided to flee
across the Mekong River into Thailand.
For many years, Kao lived in Thailand, in a camp for people who had escaped dangerous conditions in
Laos. She met her husband and had four children. “There was no future for our kids in the . . . camp,”
Kao remembered. “We wanted our children to be free and have an an education and to have a good life.”
In 1986, the U.S. government granted her family’s request to come to America. They lived in California for
8 years, then moved to Minnesota to join other family members.
Churches and synagogues made special efforts to
bring Hmong refugees to Minnesota. Word began
to spread that Minnesota was a good place to live.
Soon, thousands of Hmong were moving here.
Still, adjustment was not easy. “We believe getting
a good education in American schools is very
important,” said Xiong’s husband, “but we also
believe that our children should never forget where
they came from.”
Kao Xiong’s family
from Northern Lights: The Stories of Minnesota’s Past, Minnesota Historical Society, 2003.
Storytelling Through Art
Let your eyes
wander over this
image. Study it one
piece at a time.
Describe a person
or object. What is
happening?
In some ways, this
story is similar to
Kao Xiong’s.
Can you name a
way this story is
similar to Xiong’s?
Storycloths are a popular traditional art form in Southeast Asia.
Many storycloths describe the journey the Hmong made to escape
from Laos after the Vietnam War.
from Northern Lights: The Stories of Minnesota’s Past, Minnesota Historical Society, 2003.
Stop and Talk
You’ve read Kao Xiong’s story.
Let’s talk a little about her journey.
Why did Kao Xiong leave her home?
TALK
What reasons did she give for coming
to Minnesota?
Can you think of any similaries between
Kao Xiong’s story and Alexander Harkin’s?
Can you think ways that Kao
Xiong’s story is different from
Alexander Harkin’s?
Kao Xiong Chose Minnesota:
Reasons Why
Why did Kao Xiong make her journey?
Remember the push and pull factors for moving to a new homeland? Below is a list of common
reasons. Look over the list and choose ONE push factor and ONE pull factor that applied to Harkin’s
story. Circle your answer, then explain why you chose it.
Push Factor: Why Did Xiong
Leave Her Homeland?
Pull factor: Why Did Xiong
Minnesota?
War Forced Them Out or Caused
Them to Flee
Opportunity to Own Land
Only the Wealthy Can Own Land
To seek a job or education
To escape religious or social oppression
Response to a letter or advertisement
promoting Minnesota
Making a Living is Difficult
To join family members
Choose
Explain your answer ______________________
Explain your answer__________________________
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