Changes

After the Nazis came to power in 1933 thousands of scientists, artists, intellectuals and scholars fled to the U.S. The most famous was [[Albert Einstein]]. After World War II, [[Wernher von Braun]], and most of the leading engineers from the former German V-2 rocket project were brought to the U.S. They took the lead in designing military rockets, as well as of rockets for the [[NASA]] space program. Three highly influential intellectuals were diplomat [[Henry Kissinger]] and political philosophers Hannah Arendt and Leo Strauss; Strauss was the founder of the [[Neoconservative]] movement.<ref> Peter Graf Kielmansegg, Horst Mewes, and Elisabeth Glaser-Schmidt, ''German Émigrés and American Political Thought after World War II'' (1997) [http://www.amazon.com/Hannah-Arendt-Leo-Strauss-Publications/dp/0521599369/ref=sr_1_27?ie=UTF8&s=books&qid=1207854178&sr=1-27 excerpt and text search]</ref>

After the Nazis came to power in 1933 thousands of scientists, artists, intellectuals and scholars fled to the U.S. The most famous was [[Albert Einstein]]. After World War II, [[Wernher von Braun]], and most of the leading engineers from the former German V-2 rocket project were brought to the U.S. They took the lead in designing military rockets, as well as of rockets for the [[NASA]] space program. Three highly influential intellectuals were diplomat [[Henry Kissinger]] and political philosophers Hannah Arendt and Leo Strauss; Strauss was the founder of the [[Neoconservative]] movement.<ref> Peter Graf Kielmansegg, Horst Mewes, and Elisabeth Glaser-Schmidt, ''German Émigrés and American Political Thought after World War II'' (1997) [http://www.amazon.com/Hannah-Arendt-Leo-Strauss-Publications/dp/0521599369/ref=sr_1_27?ie=UTF8&s=books&qid=1207854178&sr=1-27 excerpt and text search]</ref>

==World War I==

==World War I==

German Americans had strongly opposed American entry into the World War. With rare exceptions they did not favor Germany; rather they demanded neutrality. Their position was increasingly marginalized and ignored; a small minority of Congressmen (usually from heavily German districts) voted against the war in April 1917.  During the war they were watched closely for signs of disloyalty, which seldom were found. One German was killed in a tavern brawl on political grounds.

German Americans had strongly opposed American entry into the World War. With rare exceptions they did not favor Germany; rather they demanded neutrality. Their position was increasingly marginalized and ignored; a small minority of Congressmen (usually from heavily German districts) voted against the war in April 1917.   

 

During the war Germania was watched closely for signs of disloyalty, which seldom were found. One German was killed in a tavern brawl on political grounds. Nativism took on three different styles. Common acts, such as eliminating German language teaching in schools and encouraging the purchase of Liberty Loan Bonds, occurred across the state. Collective action, such as intimidation and violence, occurred mostly in smaller towns and rural areas and was supported by local newspapers. Symbolic action, such as changing street names (in Cincinnati, for example, German Street became English Street), was the norm in the larger cities, and city newspapers denounced violence. This was largely due to the fact that the German-American communities in cities such as Cincinnati were already in decline by 1918.<ref> Michael D. Thompson, "Liberty Loans, Loyalty Oaths, and the Street Name Swap: Anti-German Sentiment in Ohio, Spring 1918." ''Yearbook Of German-American Studies'' 1998 33: 139-156. 0741-2827 </ref>

During World War I, intense scrutiny of German Americans led to a debate about the definition of American culture. The central question was the status of "hyphenated Americans," a term which became nearly synonymous with German Americans and their perceived challenge to American integrity. Thus, the hyphen became a term not simply for discussing cultural minorities but also for discussing the dominant culture's relationship with Britain.<ref> Lisa Schreibersdorf, "Hyphens on the Home Front: Imagining American Culture through the German-American Hyphen, 1911-1919" (PhD 2005)</ref>

During World War I, intense scrutiny of German Americans led to a debate about the definition of American culture. The central question was the status of "hyphenated Americans," a term which became nearly synonymous with German Americans and their perceived challenge to American integrity. Thus, the hyphen became a term not simply for discussing cultural minorities but also for discussing the dominant culture's relationship with Britain.<ref> Lisa Schreibersdorf, "Hyphens on the Home Front: Imagining American Culture through the German-American Hyphen, 1911-1919" (PhD 2005)</ref>

In Indianapolis, Indiana, German Americans comprised over a fourth of the population and supported numerous clubs and associations to perpetuate German culture, By lobbying the school board they were able to establish an extensive program of German-language instruction in the city's primary and secondary public schools. The World War, however, generated intense patriotism and a concurrent intense hostility toward all things German. In October 1917, a new federal legislation required every German-language newspaper to file sworn translations of war-related articles with local postmasters; most smaller papers could not afford the cost and closed down.  In this atmosphere, the school board responded to assertions that teaching German was promoting the enemy's culture by banning German instruction in elementary schools in January 1918. Anti-German sentiment continued even after the war, and the Indiana legislature in 1919 banned all German-language instruction in all Indiana public and private schools. The Indianapolis story was typical of cities where the Germans did not have a majority of votes. Unlike Canada and Australia, which imprisoned German citizens, the German Americans were pressured into buying war bonds but were not imprisoned.<ref>Paul J. Ramsey, "The War Against German-American Culture: the Removal of German-language Instruction from the Indianapolis Schools, 1917-1919." ''Indiana Magazine of History'' 2002 98(4): 285-303. Issn: 0019-6673 Fulltext: [[Ebsco]]; Chris Richardson, "With Liberty and Justice for All? The Suppression of German-American Culture During World War I." ''Missouri Historical Review'' 1995 90(1): 79-89. Issn: 0026-6582 </ref>

In Indianapolis, Indiana, German Americans comprised over a fourth of the population and supported numerous clubs and associations to perpetuate German culture, By lobbying the school board they were able to establish an extensive program of German-language instruction in the city's primary and secondary public schools. The World War, however, generated intense patriotism and a concurrent intense hostility toward all things German. In October 1917, a new federal legislation required every German-language newspaper to file sworn translations of war-related articles with local postmasters; most smaller papers could not afford the cost and closed down.  In this atmosphere, the school board responded to assertions that teaching German was promoting the enemy's culture by banning German instruction in elementary schools in January 1918. Anti-German sentiment continued even after the war, and the Indiana legislature in 1919 banned all German-language instruction in all Indiana public and private schools. The Indianapolis story was typical of cities where the Germans did not have a majority of votes. Unlike Canada and Australia, which imprisoned German citizens, the German Americans were pressured into buying war bonds but were not imprisoned.<ref>Paul J. Ramsey, "The War Against German-American Culture: the Removal of German-language Instruction from the Indianapolis Schools, 1917-1919." ''Indiana Magazine of History'' 2002 98(4): 285-303. Issn: 0019-6673 Fulltext: [[Ebsco]]; Chris Richardson, "With Liberty and Justice for All? The Suppression of German-American Culture During World War I." ''Missouri Historical Review'' 1995 90(1): 79-89. Issn: 0026-6582 </ref>

==Assimilation==

==Assimilation==