Building Bridges over the Backyard Fence

Sometimes, we think we’re too insignificant to make a difference. However, add a little imagination and who knows what we can come up with?  Here are three examples which clearly illustrate that fact.

Two neighbors in a small American town far removed from the Middle East were discussing the tragedies taking place in those countries. They came to the conclusion that despite being so far from these tragedies, there had to be something that they could do, and voila! They came up with the idea to bring Israeli and Palestinian youth to their north suburban neighborhood for a program of four weeks of peace and fellowship. That program ran for three summers, touching the lives of over 40 young people.

In another example, a doctor relayed a story of how one day – while he was in the middle of surgery! – he realized that he and the doctor assisting him were both presidents of their respective religious congregations, one a mosque and one a synagogue. They decided at that moment to bring their congregations together to create a dialog between them. The two congregations had several surprisingly open and heartfelt meetings, visiting each other’s places of worship and learning about each other’s religious and cultural heritages. This interfaith work has continued in various other forms into the present.

The third example centers on a leadership program for high school students, in which  students were tasked with the creation of service projects. One year, some students came up with the idea of holding a Senior Prom in which they would invite Seniors – that is, senior citizens – and hold an intergenerational dance.

Many people find it easy to complain about what isn’t working. However, whether it is over the backyard fence, in the hallways of work or school, or even over the operating table, it is possible to work together and find avenues for positive change. These people, rather than buy into the belief that they were too small to make a difference, asked, “What can we do?Over the backyard fence, in the school or work hallways or, even over surgery, it’s so easy to complain about what isn’t working. But these people asked instead, “What can we do?”

This is the time of year when New Year’s Resolutions start to fall away. But, maybe, our ideas of what we could accomplish or inspire this year haven’t been large enough to excite and motivate us.

Ask yourself, “How can I turn my frustrations and concerns into a force for good? How can I make a difference in the world?”

November : Native American Heritage Month

November is Native American Heritage Month, and of course the Thanksgiving holiday.  RaceBridges presents these free Lesson Plans and Resources that will assist you in bringing alive the stories of our first residents of America.  Two of these units present activities to use around the Thanksgiving holiday.

 celebrating-sm Celebrating Native American Culture and Encouraging Awareness. Streamlined Lesson Plan.
  The Spirit Survives : The American Indian Boarding School Experience: Then & Now .by Storyteller Dovie Thomason. Lesson Plan and audio download with classroom activities..
 tagaban Search Across the Races : by Storyteller Gene Tagaban. A Native American Looks  at his mixed identities. Lesson Plan and audio download with classroom activities..
.gratitude-sm Gratitude.  Streamlined Lesson Plan and classroom activity for around Thanksgiving..
  Thanksgiving : Who Is Missing From The Table ? Reflections and activities around  Thanksgiving for classroom, school or group use.  Resource..

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Columbus or Native Americans : Who are the Real Indigenous Peoples?

Our country honors Christopher Columbus for his discovery of America. When he arrived on its shores, however, there were already people living on the land – Native Americans. Who, then, are the real indigenous people of America? Where do schools and teachers start when teaching this subject to students? Below are a few tips for teachers, and activities that get students involved. 

TIPS:

  • Do your homework. Before having students embark on this debate, know what the arguments are for each side.
  • Find books and other resources for students to use.
  • Find recipes of food that students can make at home.
  • Useful website:

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ACTIVITIES:

  • Set up a debate for students. Have one side research for Columbus and one for the Native Americans.
  • Invite guest speakers like historians, Native American leaders, etc. to talk to students.
  • Have students role-play.
  • Create a timeline of events and locations.
  • Allow students to be the historians as they research the First Thanksgiving to uncover details.
  • Make powerpoint presentations for/against Columbus.
  • Play Jeopardy! – trivia game after students have completed research on the topic.
  • Design a Thanksgiving meal that is true to historical accounts of the food available at the time.

 

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Go to our 5 Lesson Plans for November highlighting

Native American Month & Thanksgiving. .

 

Changing Our World: Lessons for Today

case_lg_banner_21-300x241When we think of Black History Month, it is easy to think of all the people and actions that took place that led our country to value each other with respect.The risk and danger associated with activism and outspokenness helped to form America into a freedom-centered society. Change always has a cost. Attaining freedom and equality for African Americans during the Civil Rights Movement allowed many voices to be heard, and great change took place across America.

What can teachers and schools do to highlight the power of change in our world, and to encourage lessons for today that are rooted in dignity and courage? Below are some tips and websites to help facilitate discussions and learning experiences for students. Challenge your students to learn from history by pulling out lessons for today from it.

  • Talk about social injustices and possible ways to solve or address these issues..
  • Visit the National Urban League website for suggestions on lessons for today:http://nul.iamempowered.com/.

 


Explore the free resources and lessons
that focus on Black History Month and
many other Diversity themes for your
classroom, school or organization..

 

 

Challenges Asian Americans Face Today

How much do you and your students know about Asian Americans? Do they know the discrimination Asian Americans still face today?

 

Research shows that Asian Americans are one of the fastest growing victims of hate crimes in America. 17% of Asian American boys in grades 5 through 12 reported physical abuse, as compared to 8% among white boys. 30% of Asian American girls in grades

5 through 12 reported depressive symptoms, as compared to white girls (22%), African American girls (17%), or Hispanic girls (27%).

14% of Asian Americans live below the poverty line, compared to 13% of the U.S. population.

In addition, while jobs pay Euro Americans $522 per every additional year of education beyond high school, Asian Americans make $379 per every additional year of education. According to the U.S. Commission on Civil Rights, Asian-American men born in the United States are 7 percent to 11 percent less likely to hold managerial jobs than white men with the same educational and experience level.

A Celebration of Unity Day and Courage

As the High Holy Days of Rosh Hashanah and Yom Kippur draw near, we celebrate Judaism’s rich history of storytelling through the reflections and memories of Jewish-American Storytellers, and stories about the legacy of the Jewish people.

Feathers in the Wind: A Jewish-American’s StoryA lesson plan with audio story excerpts featuring Jewish American Storyteller Susan Stone

 

Short story videos from RaceBridgesVideos.com

Celebrating Martin Luther King Jr. : Creative Ways to Involve Your Students

mlkEvery January, our country celebrates the life of Dr. Martin Luther King, Jr. His vision that all people would be treated equally and with respect will forever be a model of true humanitarianism. His hope and dreams were enormous, and he fought to call attention to them. He strove to be a voice for those whose voices were not heard, and he believed in the power of deeds.

In this month of January approaches, why not engage your students in some MLK celebratory activities? Allow your students to experience a little of what MLK stood for and practiced. Below are some innovative and engaging ideas for you to use in your classroom that would combat the winter doldrums and give credence to a man whose ideals and achievements are worthy of being replicated. 

  • Celebrate diversity! Have students bring in samples of cuisine from their culture for the class to taste..
  • Explore acts of humanitarianism. Hold a fundraiser, like a sponsored walk, and donate the money to a local charity..
  • Role-play scenarios of injustice in your class. Allow students to decide how they would react in certain situations, building awareness and empathy..
  • Discuss values that MLK stood for, like compassion, equality, and freedom. Have students create scenarios that show a particular value..
  • Practice volunteerism or service. Discuss this concept with students, brainstorm services they could provide or fulfill in the community, and then let them do it..
  • Allow students to listen to MLK’S “I Have a Dream” speech, and then have them write their own speeches. This allows them to think about the needs of our society today and how they can impact its betterment..
  • Discuss MLK’S views on non-violence. Have students apply that value to the school, finding ways to encourage all students to not use violence as a way to solve problems.

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Explore the many free lessons, resources and videos with themes of community building and inclusion found on:

 

Calendars of the World

As we focus on New Year’s resolutions and new beginnings, it’s good to remember that there is more than one calendar by which people measure their days.

We in the West use the Gregorian Calendar. While the Gregorian Calendar is widely accepted internationally and recognized by international institutions such as the United Nations and the Universal Postal Union, many people throughout the world are simultaneously tuned to other calendars. For example, the Islamic and Hindu Calendars are both lunar calendars. Therefore, a main observance of holy days such as Ramadan start and end on different dates each year.

For centuries, eastern European and western Asian Christians have used the Julian Calendar for religious reasons. The Chinese and Hebrew calendars are still in use today for similar religious and social reasons. There are also the Iranian or Persian calendar used in Iran and some parts of Afghanistan, the Ethiopian calendar used in Ethiopia and Eritrea, the Somali calendar that is used alongside the Gregorian and Islamic calendars and, in Thailand, the Thai solar calendar.

There are approximately forty calendars in use today. Periodically, in our classrooms, workplaces and community organizations, we can ask, “What holidays do you celebrate? What days of the year are special to you?”

Schools and workplaces across the country are examining their policies around holidays. Should people get a certain number of days a year and decide themselves which days they want to take off for family time and religious observance? How will we agree?

There was a time it was assumed that everyone would want to observe, for example, Christmas and the Gregorian Calendar’s New Year. Now, our perspectives must enlarge. When different viewpoints, emotional attachments and life experiences are considered, there is a strong possibility that a win/win agreement can be found and negotiated. When discussions are approached with respect and an appreciation for our diverse expressions of time and ritual, mutually satisfying schedules emerge.

BULLYING AT YOUR SCHOOL: ARE YOU IN VIOLATION OF STATE OR FEDERAL LAWS?

We know that bullying isn’t nice, but have you thought about the fact that bullying is also illegal? Each state addresses bullying differently. Some cover bullying, cyber bullying and related behaviors in one law, some in multiple laws. But what state laws have in common is that they all declare that any form, type, or level of bullying is unacceptable, and that every incident needs to be taken seriously by school administrators, school staff, teachers, students, and students’ families. All states acknowledge that bullying has a huge and detrimental impact on student learning, school safety, student engagement, and the school environment.

stompoutbullying Schools that receive federal funding are required by federal law to address discrimination on a number of different personal characteristics such as:

  • Race
  • Color
  • Religion
  • Gender
  • National origin
  • Ancestry
  • Age
  • Marital status
  • Physical or mental disability
  • Military status
  • Sexual orientation
  • Gender-related identity or expression
  • Unfavorable discharge from military service
  • Association with a person or group with one or more of the aforementioned actual or perceived characteristics
  • Any other distinguishing characteristic

Right now, no federal law directly addresses bullying. However, in some cases, bullying overlaps with discriminatory harassment of protected classes such as those mentioned above. In those cases, the behavior is covered under federal civil rights laws and enforced by the U.S. Department of Education (ED) and the U.S. Department of Justice (DOJ). If your school fails to respond appropriately to a student in a protected class who is being harassed, you may be in violation of federal as well as local laws.

What does it mean to “respond appropriately”? Here are some guidelines:

  • Investigate immediately
  • Inquiry must be prompt, thorough, and impartial
  • Interview targeted students, offending students, and witnesses, and maintain written documentation of your investigation
    • Communicate with targeted students regarding steps taken to end the harassment
    • Check in regularly afterwards with targeted students to ensure that the harassment has stopped
    • When an investigation reveals that harassment has occurred, a school should take steps reasonably calculated to: end the harassment, eliminate any hostile environment, prevent harassment from recurring, and inhibit retaliation against the targeted student(s) or complainant(s).

To find out about your state’s laws and policies go to:
http://www.stopbullying.gov/laws

To see examples of other states’ laws and what they have in common go to:
http://www.stopbullying.gov/laws/key-components/index.html

To find out what kind of harassment constitutes a federal violation, go to:
http://www.stopbullying.gov/laws/federal/index.html

Using Literature and the Arts to Build Empathy

shoes“Empathy is an important developmental process that all children need. Not only does empathy spur tolerance and understanding, it also sets up the basic foundation for all relationships and means of compromise.” 

                 -Charlie Gaston*

 

Empathy spurs tolerance and understanding…..If we can teach students to support one another instead of target the insecurities of one another, imagine the possibilities – schools filled with respectful students who are compassionate and open-minded toward the opinions, beliefs, and backgrounds of others.

What can schools and teachers do to foster empathy? Some of the most powerful and prominent cultural agents for students are literature and the arts – poetry by students from around the world, works of young adult literature that tell personal or cultural stories, paintings or photos that depict the diverse people of our world.  

Below are a few ideas for schools and teachers in directing students toward empathy through literature and the arts:

  • Research global poverty. Use books to study countries and people in need..
  • Read young adult literature that tells stories about people of other countries and their needs..
  • Visit a museum or show artwork of other cultures. Discuss what the artist saw when they created the work..
  • Create collages or masks that show what empathy looks like..
  • Allow students to use cameras in order to take candid pictures of what they see as empathy..
  • Write poetry that illustrates compassion for others..
  • Design a student-made mural for your school..

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*Gaston, C. (n.d.). Retrieved 5 12, 2012, from eHow: http://www.ehow.com/how_2311887_teach-empathy-kids.html

STORYTELLING TO CELEBRATE SPECIAL EVENTS IN YOUR SCHOOL OR ORGANIZATION. PART 2

Please find initial ideas and suggestions in last week’s Part 1 of this Blog Text below.

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storytelling “A community needs a soul if it is to
become a true home for human beings.
You, the people must find this soul.”

– Pope John Paul II

“The more you praise and celebrate
your life, the more there is in life to celebrate.”

– Oprah Winfrey

“Without a sense of caring, there
can be no sense of community.”

– Anthony Burgess

Here are some further ideas and steps in the process of using storytelling and stories to celebrate a special event in your school or organization. Here are some ideas to get started in the classroom.

Your special event will be grounded in stories collected from your students, stories from others at school, and possible members of the community.  Think about who has a story that you want to be sure to include and reach out to them.

You can develop these starter ideas as far as you like, depending on how much time you have and the type of event you’d like to create. 

  • Practice storytelling and listening by partnering students in pairs.  Give each pair six minutes (three minutes each) to tell each other a story that relates to the event.  When time is up, bring the group back together to discuss their experiences. What does it feel like to tell a story?  What is it like to listen?
  • Interview students outside of your class or other members of the community. Encourage students to be creative about how they offer story invitations.  Consider having your students document the stories with audio or video recorders.
  • Have students collect stories from others and then present them back to the class as first person monologues, that is, to tell the story as if it is their own story.  Have students pay attention to details, emotions, and qualities of the storyteller.  This exercise encourages empathy and builds public speaking skills.  These monologues could be performed at the event.
  • Have students work in pairs or small groups to improvise scenes based on stories they’ve collected.  Give them ten or fifteen minutes to develop a first pass at their idea and then have student groups perform their scenes for each other.  These scenes could be performed at the event.
  • After your students have identified the stories they want to share at the event and how they want to share them (read out loud, performed as monologues, or in improvised scenes) give them time to practice and build confidence.  A few times in front of their classmates and getting comfortable speaking in front of the group will help.
  • For other ideas check out this Storytelling Guide and this resource Theatre Games.

Here is a checklist you and your event planning group might consider :

✓ Consider Inviting the whole school or members of the community to participate.  Give people enough notice so that they can contribute stories and attend the event.

✓ Invite others to participate

✓ Determine where your event will take place

✓ Be sure to reserve your site well in advance.

✓ Stock up on supplies

✓ You will want to collect initial brainstorming ideas on the board or on large white sheets of paper.

✓ Also think about documentation of your work.  Are recorders or flip cameras available?

✓ Make space for stories in the classroom

✓ Consider establishing one part of the room for ongoing work with stories and event preparation.

✓ Model positive energy

These planning and storytelling activities may be unfamiliar to your students. 

Your confidence and enthusiasm will encourage them to keep an open mind.

Establish Group agreements

Group agreements build trust among students.  They are most effective when the group determines them together through a quick brainstorming exercise.  Some helpful agreements might be: Use “I statements”, no interrupting, and respect each other’s differences.  Your group may have other suggestions as well.  You can compose these together and keep them posted in the room as a reminder.

Use Safe Stories

Be sure to remind your students that this exercise is about stories that are safe and non- threatening.  If any issues or discomfort arises with your class, often a simple acknowledgment of feelings, fears or discoveries can put everyone at ease.  Remind the class that we build community as we get to know each other.

Explore the many ideas for nurturing stories and storytelling
in your school or class by considering our free Resource

The Power of Storytelling : 7 Reasons to Incorporate Stories in Your Classroom

Brush the Dirt from My Heart

flip2

BRUSH THE DIRT FROM MY HEART
By Connie Regan Blake

Introduction:

Told with beautifully descriptive language, Connie Regan-Blake shares the story of a Ugandan woman’s struggle for survival in a land riddled with disease and poverty. Listen as you hear how a simple necklace bead changed the life and circumstance of this young woman, and be uplifted.

Summary:

In this touching story, Connie Regan-Blake relates an experience she and a couple of friends had while on a mission trip to Uganda. Here, you will find the power that a simple necklace bead holds to change the life of a Ugandan woman who struggled to feed her children, and lived in poverty and disease. This story will touch your heart!

Classroom Reflections & Activities:

  • Hold a Jeopardy! Quiz contest in class. Create a list of questions and answers for students on AIDS, Uganda, and/or poverty. Divide students into 2-3 teams, and see how much they know about these topics. Create a cheat sheet for students if you feel they could use a little help with these topics.
  • Have students research Uganda. They could create a map, detail disease and poverty information about the country, and add basic facts about the country as well.
  • Have students research the organization BEAD FOR LIFE. Design posters that advertise and inform about this worthy non-profit group.

 

Watch the video now

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Explore our many other free storyteller-videos and
lessons for classroom, group or individual use :

RaceBridgesVideos.com

 

 

USING STORYTELLING TO CELEBRATE SPECIAL EVENTS IN YOUR SCHOOL OR ORGANIZATION. PART 1

The stories of our lives are both the things that happen to us as well as the things that we make happen around us. What life story are you creating for yourself?

storytellingThe school year is full of landmark days that acknowledge important historical moments and people.  These days, like the Dr. King Holiday or International Women’s Day and even months, like Hispanic Heritage Month or Black History Month offer us valuable opportunities to learn more about our culture and history.

However, there are also important events taking place close to home and related to your particular school that you may want to acknowledge and celebrate with a special event.

Perhaps your school has an important anniversary coming up, a beloved teacher is retiring, or some leaders in your neighborhood are opening a new community center.  Taking the time to create a commemorative local event allows your students to celebrate their community while gaining a deeper connection to the individuals who make it unique. 

Consider using some of the ideas below for using stories as the foundation for creating a commemorative or celebratory event.  This RaceBridges for Schools website is full of stories and lesson plans about using Storytelling in the classroom that will help along the way.

 

These ideas are geared to get you started in planning a commemorative event for your classroom or school. They can can be adapted and enhanced to suit the needs of your class or organization.

(1)  First, identify the date, occasion, community place or person that you will be commemorating.  The idea may come from your students or perhaps you already have something in mind.

(2)  Form small working groups and ask students to brainstorm for ten minutes to list everything they already know about the subject.  Remind your students when brainstorming that everyone’s voice is important and no judgment is allowed.

(3)  When time is up, ask a representative from each group to present the group’s ideas and gather them on the board or on big sheets of paper so everyone can see.

Ask the entire class to add ideas to the big list along the lines of:

  • Feelings that people might have about the subject;
  • The historical importance of this event;
  • Who will be or has already been affected by the event.

 

Next, look at all of the lists together and ask your students the following questions:

  • Which ideas are the most interesting to you?
  • What draws you in and makes you curious?
  • What do you want to know more about?

 

4)  The ideas that generate your students’ curiosity could be the driving ideas for your event.  Now, turn these main points of interest into questions and invitations for stories.

For example, if you are celebrating the school founding, students might decide to focus on how contemporary students still reflect the founding values.  They might compose an invitation for other students like, “Tell me a story about a time when you acted like a leader”.

 

(5)  Or, as another example, if you are examining the impact of the new community center, compose a story invitation for parents and friends like “Tell me a story about an important life lesson you learned from someone in our community”.

Now, with your story invitations to lead the way, your students can begin to tell their own stories or interview others.  They could also use these story invitations as prompts to create drawings, paintings, personal essays, or a series of photographs.

(6)  Goals

Have your students set some goals for a successful event.

Ask them to compose one-sentence statements of what they hope will be accomplished by their event.

… “I hope people will be proud of their school”.

… “I hope I understand the community better”.

… “I want everyone to feel included in our school”.

Students can read these aloud to the class or post them on a bulletin board.

You could also save this step for after you’ve completed the event as collective reflections.  These might be:

… “Yes, we can learn from the past for today.”

… “This (event) (person) needs to be remembered and cherished.”

… “We all have roots”

 

Example of Stories woven around events:

This link http://education.goodmantheatre.org/opensystemsonwbez/ will take you to a project description and audio file of a story-based play commemorating five years since Hurricane Katrina made landfall in the Gulf Coast.  The project was developed through student research and writing in collaboration with a teaching artist at Chicago’s Goodman Theatre, Chicago.   This project can serve as an example of the type of performance event you could create with your own students.

 

Read more Ideas for celebrating Special Events in your school or group in next week’s blog-text.

 

Explore the many ideas for nurturing stories and storytelling in your school or class by considering our free Resource The Power of Storytelling : 7 Reasons to Incorporate Stories in Your Classroom

Voices and Actions that Changed the World : Women

womens-history-month-cropped11-300x204

Women parade through the streets of New York City, ca. 1910. Photo: George Grantham Bain Collection (Library of Congress)

What would this planet look like without the triumphs and trials of women? Women have made great strides in humanity, and have been highly influential members of society. They have changed our world by providing expertise and knowledge, entertainment, enlightenment, and irrepressible spirits. Without the voices and actions of women throughout history, life as we know it would be very different.

As March celebrates the achievements and contributions of women all over the world, take the time to share them with your students. Let them be beacons of what can be realized when effort is put forth. Encourage your students today to be positive voices for their generation. Let them know there is nothing that cannot be achieved through perseverance, hard work, and the desire to make humanity better.

Below are links to many incredibly helpful and educational websites.  Visit them for fantastic information, activities, and ideas for promoting the notable accomplishments of women:

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See ideas, videos and lessons on many
other diversity themes on RaceBridgesStudio.com

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BRING BLACK HISTORY INTO THE PRESENT

Black-History-150x150

With budget cuts at every level of education, it’s rare when a teacher can arrange a field trip to a national monument or organization. Thank goodness for the web! This February, during your Black History celebrations, why not rely on virtual experiences to give your students new encounters and increased understanding without the cost or time away from the classroom?

You can create a virtual Black Issues scavenger hunt for your middle and high school students using this resource:

http://bit.ly/tJv2aI

Focusing on African American history without showing how the past is still affecting the present leaves our students without an understanding of today’s challenges and how they might one day make a difference. This resource centers on the hurdles African Americans face today because of the institutional racism of the past.

Have students work in teams to search these papers for facts on disparities in testing, economic mobility, school discipline and suspensions and the like. The victories and achievements African Americans continuously make despite ongoing discrimination is a cause for celebration and inspiration for all Americans.

Volunteerism: Benefits of Serving

“Teen community service projects instill a sense of accomplishment in the kids involved.  They see the impact of their efforts on a local level, which often inspires them to continue assisting in local areas of need.”

                –Shelley Frost*

Why is volunteering so important? When should we introduce the concept of community service to students? How can we instill in the youth of today the value of giving back and positively contributing to our world?  

What is volunteerism?

This is the giving of your time, energy, expertise, and companionship to those who are in need of it. It is a service provided without pay, and is completed out of pure compassion for others.

What can schools do to promote volunteerism?

  • Organize a clothing drive*
  • Organize a toy drive*
  • Arrange to read stories to children at the local children’s hospital*
  • Package items for deployed soldiers*
  • Help out at a local food pantry *
  • Serve a meal at a homeless shelter*
  • Provide babysitting services for single moms who need a break*
  • Participate in a community clean-up*
  • Help to deliver Meals-on-Wheels
  • Finish yard work for a senior citizen.

How do students benefit from volunteerism?

  • Increased self-esteem of those who participated**
  • Acquisition of new skills**
  • Strong feelings of being valued and needed**
  • Opportunity to meet new people**
  • Higher grades than students who don’t volunteer**
  • Feelings of empowerment, that they CAN make a difference in the world**
  • More positive attitude toward our world and life in general**.

Follow this link for more information about matching a service to a student:

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*Frost, S. (n.d.). Retrieved 5 13, 2012, from eHow: http://www.ehow.com/list_6328132_teen-community-service-projects.html

**Heim, S. (2010, 1 20). Retrieved 5 13, 2012, from www.TeenLife.com: http://www.teenlife.com/news/35374/ARTICLESTeensandVolunteerismTheBenefitsofCommunityServicefor-.htm

 

 

.On the lifelong lessons and habits of giving back and volunteerism
see RaceBridges Studios resource
Giving It Back..Passing It On..Service Learning
in your Classroom

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WEEDING OUT ANTI-INDIAN BIASES FROM SCHOOL MEDIA

NativeAmericanSunSymbolsAs we move into a month of celebrating the First Nations of our country and the world, a few helpful hints from Oyate, the children’s literature review site, can keep us from doing more harm than good. To turn a critical eye toward any books, videos or films to which we expose our students here are a few guidelines of what to include:

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  1. Show only media that present Indians as full human beings, not primitive or simple tribal people. Avoid media that objectifies Indian people such as “counting” or “playing Indians” (Would you have your student “count” or “play” white people?).
  2. Select media where the full range of Indian customs, cultures, dress, religion, language and architecture is shown.,
  3. Show media that has authentic, not generic design. “Indian looking” is not accurate. Use books, films and so on that have paid full attention to detail..
  4. Select media that shows the variety of physical attributes Indian people, like all people, display. Avoid books that simply portray Indians as white people with darker skin..
  5. Select age appropriate media that are honest about the genocidal policies of the U.S. government. Watch for media that subtly blames Indians for their own dwindling numbers. Show that Native nations actively resisted their invaders..
  6. Show Indian heroes other than those who “helped” European conquerors..
  7. Share media that shows present day First Nations as complex, sovereign nations who are not dependent on charity, take care of their families and are creating their own future..

For a fuller list of Dos and Don’ts go to:

http://oyate.org

Or buy and read the book:

“How to Tell the Difference: A Guide for Evaluating Children’s Books for Anti-Indian Bias”

by Doris Seale, Beverly Slapin and Rosemary Gonzales

This November Expose Your Students to New Perspectives on the Native American Experience

With November just around the corner, Americans are preparing to celebrate not only Thanksgiving but also National American Indian Heritage Month.

For educators, this is the perfect time to explore new perspectives on the history of indigenous peoples in the U.S., as well as to discover the history never heard.  One way to do that is to get students thinking critically about what they don’t know — and why they don’t know it.

Of course, students know some things about American Indians. At a young age, they probably learned about wigwams, teepees and other culturally obsolete trappings of early “Indian” society. And all of us were taught about the first Thanksgiving – how the Pilgrims dressed and the “friendly Indians” brought corn to this peaceful gathering of fellowship and gratitude.

But then most of us found out, at some point in our adult life, that the Thanksgiving story was highly mythologized, and that the real history of indigenous people in the U.S. was marked by removal, slaughter, and forced assimilation.

So why don’t we teach that in school? That disconnect between what we teach and what we ignore provides a golden opportunity to expand students’ understanding of the true, historical Native American experience.

Wondering how to spark this discussion in your classroom? Here are some creative ideas:

  • Start simply by asking students what they’ve been taught about American Indians — their history, their culture, perhaps even their role in the traditional Thanksgiving story. Depending on what you hear, you may want to probe further into their knowledge of Native American genocide.
  • Next, try exposing them to true stories from the Native American perspective. One you might consider: “The Spirit Survives“ by First Nations storyteller Dovie Thomason.   It’s a personal account (available in audio and text) of her family’s painful experience in the Indian boarding schools,to which many American Indian children were taken by force, away from their families, to be assimilated into white culture. Dovie’s story and the associated lesson plan, available free and printable by clicking, exposes students to historical events that aren’t taught in most schools. It also touches on themes of cultural identity, inclusion and exclusion, and the power of forced education to oppress people.
  • After the introduction of this new perspective, you can encourage students to think critically about what they haven’t been taught. Get them talking with these questions:
      • What did you learn from this story that you didn’t know about the history of indigenous people in the U.S.?
      • Why do you think you never learned this in school?
      • Why do we need to explore this neglected part of history?
      • Why bring up stories that are painful or hard to listen to? What good does that do?

Whether you simply engage in classroom discussion or facilitate small-group presentations, exercises like this enable your students to explore more fully the history and experience of Native Americans.  And as we prepare for Thanksgiving, that most American of holidays, lessons such as this will help students consider who’s been missing from the “American table” and how they can literally and metaphorically make a difference.

Download this lesson plan

What’s in a New Year Celebration?

Every culture around the world celebrates the beginning of a New Year, even if the actual dates of that year may vary. Each culture has unique traditions but it’s interesting to compare and see how much cultures share in common. For example, many Mexicans and Cubans celebrate New Year’s Eve by eating a grape with each chime of a clock’s bell during the midnight countdown. A wish is made as each grape is eaten. In another tradition, Mexicans make a list of all the bad or unhappy events over the past 12 months. Before midnight, they throw the list into a fire. The belief is that all negative energy will be removed as the New Year begins. At the same time, thanks is given for all the positive events of the last year and, then, Mexican families express their hope that good luck will continue into the next year.

In Japan’s Buddhist temples, the temple bells ring 108 times at midnight to represent the 108 mental states or unwholesome acts that the people must leave behind and disavow into the New Year.

Many Italians traditionally eat lentil stew when the church bells toll midnight. The round lentils are said to represent gold coins and eating one spoonful per bell is said to bring good fortune.

Gold coins show up in several cultures’ traditions, For example, in Greece, people cook a pie flavored with almonds. They wrap a gold coin in aluminum foil and bake it inside the pie. After the midnight fireworks, the family cuts into the pie and serves it. Whoever finds the wrapped coin is the one who will be especially lucky in the coming year.

People enjoy sharing these and other cultural traditions. Our classrooms, workplaces and community organizations are filled with people who have strong attachments to their family rituals. Finding ways to let people share the stories of their holiday celebrations and even incorporating some of their rituals sends a strong signal that everyone is welcome. Simply ask, “How does your family celebrate the New Year?” and “Are these rituals unique to your family or part of a larger culture or country’s celebration?” Always be ready to share your traditions as well so that no one person or group feels singled out.

The Spirit Survives: The American Indian Boarding School Experience: Then and Now

by Storyteller Dovie Thomason

This lesson plan presents a rarely heard part of American history — a true story about the crimes of forced assimilation of Indian children in the American Indian Boarding Schools.smdovie_lessonplan-1_Page_01

Kiowa Apache and Lakota Indian storyteller Dovie Thomason weaves a fascinating story of struggle, survival and inspiration as she tells her own daughter of a history that must not be forgotten and that presents lessons for all of us today. Texts, audio-download segments and classroom activities and resources are all a part of this powerful Lesson Plan.

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AN AMERICAN INDIAN STORY OF STRUGGLE, PAIN AND PROUD SURVIVAL . . .

This is a printable Lesson Plan with audio-excerpts looking at the original inhabitants of our land and some of the shattering events that were forced upon them.

Dovie Thomason, a Kiowa Apache and Lakota Indian, weaves personal narrative, the history of Indian schools, and the story of Gertrude Bonnin (later Zitkala Sa), the Sioux Native American woman who went through the Indian schools and afterward became a writer and activist for Indian rights.

This Lesson Plan with printable text and downloadable audio-segments presents Thomason’s original story about the inhuman practice of forced assimilation of American Indian children in painful and shameful attempts to “change” them into “white children”. Included in this Learning Unit are classroom activities and a list of recommended Resources for Teachers and Students to discover further histories and contributions of our American Indian peoples.

There are four segments to Dovie Thomason’s story. This Lesson Plan can be best used in presenting the story in two distinct sessions or classroom periods. It can also be presented with audio and print-text in one longer study-reflection session. This lesson plan is ideal for use in Native American Heritage Month, November, and around the Thanksgiving Holiday, (which often has distorted images of American Indian events) . . . or any time . . . as it seeks to reveal American Indian events that are rarely found in our history books.

THE SPIRIT SURVIVES can also be used in social studies and as part of the reflection and study of indigenous peoples and their challenges and struggles . . . yesterday … and even today.

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Lesson Plan

Download the The Spirit Survives lesson plan (PDF)

Story Excerpts

The following MP3 tracks are story excerpts for use with the Spirit Survives lesson plan. Please note that these excerpts are protected by copyright and are exclusively for educational use.

Excerpt #1 – Track One — 9:06 minutes

Excerpt #2 — Track Two– 9:39 minutes

Excerpt #3 — Track Three — 14:43 minutes

Excerpt #4 — Track Four — 10:56 minutes

Need help to download the MP3 Story Excerpts?  Click here for directions.

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About Storyteller Dovie Thomason

Dovie Thomason is an award-winning storyteller, recording artist and author, recognized internationally for her ability to take her listeners back to the “timeless place” that she first “visited” as a child, hearing old Indian stories from her Kiowa Apache and Lakota relatives, especially her Grandma Dovie and her Dad.  From their voices, she first heard the voices of the Animal People and began to learn the lessons they had to teach her.  For these were teaching stories that took the place of punishment or scolding, showing her the values that her people respect and wanted to pass on to her.

Her love of stories and culture set her on a path to listen and learn and share the stories—to give people a clearer understanding of the often misunderstood, often invisible, cultures of the First Nations of North America.  The product of a “mixed” background that is urban Chicago and rural Texas, Internet and ancient teachers, elders’ teachings and university classrooms —Dovie began telling stories “publicly” while teaching literature and writing at an urban high school in Cleveland.  So, she began telling those first-heard old Indian stories—stories about making choices—stories that could become a blueprint for a personal value system.

Theatre Games

These games and exercises are for teachers and leaders to assist them in building community in classrooms and schools. These easy to follow warm-up games are used in the theatre arts world. They can be easily adapted in a variety of ways in learning environments and students organizations.games-mini

 

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Many high schools have a Drama Club.  Some schools offer classes in acting or stagecraft and produce several plays or musicals within a year.  From the outside you might guess that the main reward comes when the performance gets an audience.  However, anyone who has ever performed in a show or worked backstage during a production can tell you that the process of preparation and training for that audience is full of community building activities with a diverse group of people united with shared purpose.

This resource seeks to go beyond the realm of the Drama Club or school production to suggest 12 Theatre Games that integrate some behind-the-scenes exercises to encourage personal development, strengthen relationships among diverse students, and transform your classroom.  The games included here can be used to build relationships between students of different races and cultural backgrounds as well as help you create opportunities to discuss hard issues.

The games are broken down into the following skill –building areas:

  • GET ENERGIZED: 2 Games to increase students’ focus and awareness of others
  • BUILD ENSEMBLE: 2 Games to connect students as a team
  • COLLABORATE: 2 Games that promote working together on a shared goal
  • FIND YOUR OWN VOICE: 2 Games for speaking honestly about life experiences
  • LISTEN ACTIVELY: 2 Games that build empathy for the experiences of others
  • IMPROVISE: 2 Games for creating out of what is conveniently at hand

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Download this teacher resource

We All Have A Race : Addressing Race and Racism

This lesson plan helps students to understand the concept of race better, to distinguish between prejudice and racism, and to learn ways to stand up against racism and to act as allies with students of different races. This lesson provides a substantial, educational way to celebrate African-American Heritage Month and the accomplishments of Martin Luther King, Jr. and the Civil Rights Movement in the United States. Can also be used at any time of year.

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WE ALL HAVE A RACE

A Lesson Plan that Helps You Teach Your Students about Race and Racism

We offer a lesson plan: We All Have a Race: Addressing Race and Racism—in time to be used during African-American Heritage Month. This lesson plan helps students to understand the concept of race better, to distinguish between prejudice and racism, and to learn ways to stand up against racism and to act as allies with students of different races. This lesson provides a substantial, educational way to celebrate African-American Heritage Month and the accomplishments of Martin Luther King, Jr. and the Civil Rights Movement in the United States.

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FINDING NEW WORDS: A Resource for Addressing Bullying at School

sm_bullyingThis flexible resource provides a series of exercises for teachers and students to more effectively address bullying by taking a stand, telling the truth, and building a stronger community at school.

PURPOSE

This resource is designed to:

  • Provide a method for introducing and discussing a challenging topic
  • Encourage teachers and students to take responsibility for their school social climate in safe and effective ways
  • Raise awareness of stereotypes and other bias-related behaviors
  • Create an environment for participants to discuss and reflect on how bullying impacts their daily lives at school
  • Identify some core values
  • Identify and Practice effective ways to intervene
  • Encourage empathy for the targets of bullying

OUTCOMES

Through participating in these exercises, each individual will:

  • Listen to several stories from their peers
  • Reflect on their own experience with bullying
  • Discuss issues of discrimination with their peers in small groups
  • Identify some of their core values
  • Develop and practice their own response to bullying in the moment

FINDING NEW WORDS: A Resource for Addressing Bullying at School

“I get on the bus first thing in the morning and it starts. The name calling…about my mixed race. It’s like I become invisible except for that, except for my skin color. It’s so weird.”

– A High School Student

“And it just grew and grew and no one was backing down like they said they were going to and the next thing I knew he was pushed into the lockers really hard and he banged his head…that was not cool. It was supposed to be a joke.”

– A High School Student

“I try to leave it to the other teachers to address it… if I start harping on them about this kind of stuff, I’ll lose my edge.”

– A High School Teacher

“It’s a fine line between joking around and meanness. And sometimes, I don’t know where that line is.”

– A High School Teacher

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Most teachers and students are affected by bullying in some way – whether as a target, a participant, or as a witness. Bullying can be verbal, emotional or physical in nature and it impacts us all in different ways. This resource uses true stories from teachers and students alongside a series of activities that allow for reflection and dialogue about this challenging topic.

  • Do you ever struggle to figure out what to say when you witness bullying?
  • Do you see your students confused about how to respond?
  • What can you say and do to make a positive difference?

By connecting with core values and creating a personal response to aggression, these activities support you and your students to get the facts, define your roles, and take a stand for a safer school.

This resource can be used as part of an all-school lesson plan on bullying, during a faculty in-service, and with your classes.

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Consider using this free printable Teacher Resource & Lesson Plan prior to and around International Day of  Tolerance

Sticking Together Sharing Our Stories, Our Differences, and Our Similarities

The goal of this lesson is to bring together students around their stories of differences and similarities. The most authentic community is one in which people can find common ground while still retaining what is distinct about themselves. Engaging. Fun. Illuminating.

Objectives of this lesson plan :

  • To create a sense of community in the classroom;
  • To use storytelling as a way for students to learn about one another’s differences
  • To use storytelling as a way for students to discover their similarities

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Create and Celebrate Your Classroom Community!

As teachers, we are always trying to find ways to honor diversity even as we build community in our classrooms.  We all know how important it is to learning to have a community of students who like, support, and work well with one another.  We offer a lesson plan—Sticking Together: Sharing Our Stories—that uses storytelling to bring your students together as a community while simultaneously honoring their differences. Unlike  debating about issues of diversity, which assumes that someone will “win” and another “lose,” storytelling asks only that we listen to one another.   And sharing stories opens people up to one another, allowing for real dialogue and team building.

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Download this lesson plan

Keep the Peace!

Creating safe, welcoming communities is the job of the entire school—teachers, administrators, staff, and students—but even small changes can make a big difference.keep

Download this teacher resource

Why bullying is more dangerous than ever — and what teachers can do to stop it

Bullying isn’t a new problem. But in recent years, it has outgrown its reputation as an annoyance of childhood and turned into something much more dangerous. And sometimes harder to spot.

While physical aggression is on the rise among teens, so is a subtler — but deeply disturbing — form of bullying called relational aggression. Especially common among girls, this new breed of bullying consists of exclusion, rumor spreading, alliance building, and cyber-bullying, which many blame for the widely publicized 2007 suicide of Texas teen Megan Meier, who was mercilessly harassed online by classmates.

Whatever form it takes — verbal, physical or covert – bullying creates an environment of fear and intimidation. Schools are responding to this new environment with more security and tighter restrictions on students. And while those measures help to alleviate some of the fear, individual teachers also have the power to keep their students safe from bullies.

Here are three ways to intervene, protect and root out bullying at your school.

Start by exploring your own understanding of—and experience with—bullying

Try to think beyond bullying generally to specific events that happened at your school. Who was involved? What happened? When did it take place? Where was it?

Ask yourself:

  1. What kind of bullying behaviors do you witness in your school?
  2. How does it make you feel?
  3. How do you respond now?

Do any of the answers surprise you? What would you like to change about your responses? This goal of this exercise is to prepare yourself mentally, so that you can be ready to take a stand when bullying becomes a real issue in your classroom.

Intervene and educate

The Safe Schools Coalition, formed by a group of educators, recommends a two-step approach for teachers who witness an act of bullying:

First, Stop the Behavior

Using a clear and strong voice, stop the offending behavior with a simple command. Rehearse responses like this:

  • Cut it out!
  • Keep your hands to yourself!
  • Whoa, that is not OK!
  • Leave him alone!
  • Hey, that was uncalled for!

Second, Take the Opportunity To Educate

It is essential that you use this opportunity to name the offending behavior and educate students as to why it’s unacceptable. If you only stop the behavior, students might think, “It’s OK to bully Matt, but not during math” or “The teacher doesn’t like us to be loud.”

Try using some of these responses, depending on the situation:

  • That is unacceptable. I will not allow racial discrimination in this classroom.
  • That’s bullying. It’s against school rules. And besides what business is it of yours if somebody’s gay?
  • That’s mean and it’s sexual harassment. That behavior could get you suspended.
  • Do you guys know what that word means? It’s a put down for a person’s religion. That’s like putting someone down for his or her race.

Remember that, in that moment, you are not only speaking to the bully and the target but to every student who witnesses and overhears bullying at the school. A well-planned message not only interrupts the harassment, but it also has the potential to prevent more threatening behavior down the road.

Empower students to build a community of respect and empathy

Through storytelling, small group discussion and individual reflection, teachers can get students to take an active, personal role in creating a more inclusive school environment.

Ask your students to consider the situations they’ve witnessed or overheard in school when bullying was taking place. Get them talking with these questions:

  • What is one situation when you would feel safe speaking up?
  • In that situation, what would you feel comfortable saying?
  • Now think of a situation when you do not feel safe speaking up. What’s that like?
  • What can you honestly commit to today that will keep you safe and make a change for the better in your school?

However you approach bullying at your school, remember that you are a powerful influence – even though you’re just one teacher. “Legally and ethically, you must do whatever is necessary to stop harassment against children and teens based on race, religion, gender, sexual orientation, language or physical or mental abilities,” say the educators of the Safe Schools Coalition. “Seeing you stand up against bullying will make every child … feel safer at school. Only when they feel safe, can students learn.”

Download this lesson plan

Claim It!: Differences & Similarities : Creating a Climate of Inclusion

“Claim It!” provides a simple lesson plan for exploring diversity in the classroom. This activity helps reveal the many differences a classroom of students has, despite a homogeneous surface. It will also provide learning – and fun, too. This lesson is meant to be one tool among many in the ongoing mission of building strong and welcoming school communities. Flexible and adaptable to your local needs.

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smClaim_It_LESSON_PLAN_FINAL_Page_1Claim It! Creating Inclusion

Teaching the topics associated with diversity and with anti-racism can be overwhelming for teachers. But there are steps that a teacher can take to create an inclusive environment where students’ differences are recognized and valued. We can foster a community of learners ready to work together and able to handle issues of difference and disagreement.

The Claim It! Creating Inclusion lesson plan reveals the many differences in a classroom (or school) of students, despite the seemingly homogeneous surface.   It assists teachers as they explore the sometimes hazardous territory of race and differences

Claim It! can easily be adapted and shaped to fit different situations.

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Download a free copy of the CLAIM IT! CREATING INCLUSION lesson plan  (PDF)

Women’s History Month: Exploring the past, present and future

 

whm-headerConstance Baker Motley, the first African-American woman in the U.S. to become a federal judge, once said, “Something which we think is impossible now is not impossible in another decade.” The notion that history moves in the direction of progress is an encouraging sentiment as the March celebration of Women’s History Month and International Women’s Day is now upon us.

The countless women who’ve figured prominently in history have made what once seemed impossible possible—whether it was gaining the right to vote, making scientific breakthroughs, or attaining positions of power normally reserved for men. While we often limit our study of women’s history to events in the past, current affairs and even future possibilities are also powerful ways to view women’s journey toward equality. As educators we can help students explore not only the achievements of the past but the progress of the present and the promise of the future—celebrating, informing, and challenging stereotypes.

Naturally, Women’s History Month tends to highlight women who’ve made great strides on a national level, women like Susan B. Anthony, Amelia Earhart, or Sandra Day O’Connor. Yet there are thousands of lesser-known history makers with contributions as meaningful. The Civil Rights Movement, for example, was full of women who worked tirelessly for equality—such as Ella Baker and Septima Poinsette Clark—but without the recognition. If we’re willing to dig a little deeper and consider alternate sources of historical records, we can also find deeply personal and engaging stories about how history shaped—and was shaped by—the women of different races, faiths and cultures. Consider seeking out stories, either written or oral, to explore these histories.

Having studied the past, students can better assess the present. How far have women come, and what has yet to be achieved? We can look at the prominence of women in power in politics, business, science, the arts, and even sports, but then also acknowledge inequalities that women still face—issues of compensation, access to education, and domestic violence. Stressing that women’s rights are human rights, educators can help boys and girls alike understand the need to work for justice.

With the perspectives of the past and present in mind, students can then imagine the future. What will history look like 10, 50 or 100 years from now? What will women have accomplished? What can we do to move things forward?

Women’s History Month is a great time to understand where women have come from, what they’re achieving today, and what the future may hold. In studying the past, present, and future, we can help students understand the need to work toward equality and justice for all people.

 

Storytelling : A Toolkit for Bridging Differences and Creating Community

This Teacher-Educator Resource provides an easy to follow process in using storytelling to increase understanding across differences. It is a fun way to get to know each other, a comfortable way to address difficult topics and a simple and successful method for appreciating differences among group members. Sharing life stories allows us to see in new ways, grapple with new ideas, and grow into more respectful and compassionate people.

Use this resource with students from middle school through college or with members of your church or community group. The activities in the resource can be completed all at once or broken up over several meetings. A great way to build a team, handle issues associated with diversity, or discuss a recent conflict.

STORYTELLING: A TOOLKIT FOR BRIDGING DIFFERENCES AND CREATING COMMUNITY

This Resource provides an easy to follow process in using storytelling to increase understanding across differences and is:

  • a fun way to get to know one another
  • a comfortable way to address difficult topics
  • a simple and successful method for appreciating differences among group members

Sharing life stories allows us to see in new ways, grapple with new ideas, and grow into more respectful and compassionate people.

Use this resource with students from middle school through college or with members of your church or community group. The activities in the resource can be completed all at once or broken up over several meetings.

A great way to build a team, handle issues associated with diversity, or discuss a recent conflict.

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Download a free copy of the STORYTELLING – A TOOLKIT FOR BRIDGING DIFFERENCES AND CREATING COMMUNITY resource

A Culture of Respect Challenges Students to Connect

Ask any student what the hardest part of school is and the answer will surprise you.  In fact, geometry and physics aren’t even on the list.  Most students state that the most difficult part is learning how to fit in, dealing with students with very diverse backgrounds and experiences, and how to break down social barriers.

Seeking a solution that deals directly with the root of cliques, bullying, racism, violence and teasing, parents Yvonne and Rich Dutra-St. John started the concept of Challenge Day in 1987.  The idea of Challenge Day was a way to end oppression that is found in every part of the world, and to build a connection that creates genuine empathy among people.  Since its conception, Challenge Day has been featured on Oprah Winfrey’s show and is now a weekly reality show, “If You Really Knew Me” on MTV.

Challenge Day encourages participants – parents, students and educators alike – to create change by noticing how people are treating each other.  Students can see what they can do to change the social environment of their school by stepping out of their comfort zones.  It asks the questions most students don’t think about:

  • Are people in your school treated equally?
  • Do you like the way people are treated?
  • Have you ever wanted to step in when someone was being bullied or teased?
  • What are we pretending that we don’t see?

The goal of Challenge Day is to open up the minds of students to see others in the school community (including teachers and parents) as people, rather than the stereotypes that fit them.  This allows students to embrace differences in a way that reaches far deeper and leaves a lasting impression for long term community building.

So how can you create your own Challenge Day in your school?  Start by getting students involved.  Making time for a Challenge or Unity Day is one way to create a welcoming classroom where students feel valued, respected and appreciated.

On this site, in the complimentary resource, “Bridge Builder Unity Day” you are provided with activities to prepare students to become advocates for a more inclusive world by:

  • Using stories to bridge differences and create a more welcoming community.
  • Discovering differences and similarities so that everyone feels valued and respected
  • Listening to and participating in stories and activities which bring to life being an “insider” and “outsider” in various social situations.
  • Becoming aware of their own prejudices and stereotypes
  • Understanding how cultural pride, identity and race are impacted by racism
  • Learning how to take a stand for each other to strengthen and build community.

Click here to download the BridgeBuilder Unity Day Teacher resource

Lesson Plans Associated with Unity Day

Lesson Plans Featuring Audio Stories Associated with Unity Day

Videos Associated with Unity Day

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INCLUDING EVERYONE: Small Changes to Create a Welcoming Classroom

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A resource to help teachers make the little changes in their classrooms that will send the big message that Everyone is Welcome!

Even though we want to make sure that our students learn the skills of anti-racism and are prepared to live in a multi-cultural world, it can be hard to find time to teach explicitly anti-racism lessons or to implement an entire diversity curriculum.  But what we do every day, in regular classroom situations, can have a big impact.  By using thoughtful language, challenging stereotypes, and encouraging hospitable behavior, we can help our students to become more open to those who are different from themselves.

Designed for all grade levels, regardless of subject area, “Including Everyone” shows educators how to incorporate habits and activities into their daily routines that:

  • Encourage students to embrace difference
  • Encourage students to develop a mindset of hospitality, rather than hostility
  • Challenge stereotypes, language, and practices that promote “insider/outsider” thinking
  • Make issues of diversity accessible, meaningful, and fun
  • Download a free copy of the:
    INCLUDING EVERYONE: Small Changes to Create a Welcoming Classroom resource

Why schools need to cultivate a climate of “Welcoming”

The news is full of stories about failing schools. Bad teachers. Low test scores. The education “crisis.” Our legislators and educators are spending enormous amounts of time and energy trying to find the cure for what ails our schools and our students. Yet, as we debate what’s at the heart of the problem, we tend to ignore one of the most powerful influences on learning: school climate, the degree to which schools offer a welcoming and safe place for children to learn. And by not looking more closely at this powerful factor, we may be overlooking one of the most positive ways to transform the educational environment.  

 

What does a welcoming climate look like?

Welcoming schools emphasize not only academic achievement but also positive relationships among students and teachers, respect for all members of the school community, fair and consistent discipline policies, and family and community involvement.

When assessing a school’s climate, think about the school’s physical surroundings, which make the first impression on students and visitors. Consider the language and images used in signs and announcements. Are they inclusive? Do they represent the diversity of the school’s populations? What books are assigned in English class? Do they reflect a wide range of experiences and people? How is discipline handled? Is it consistent and clearly communicated? Do educators work hard to create classroom environments that are hospitable for students of all backgrounds?

 

How does a welcoming climate affect learning and achievement?

All students should feel that they and their families are included and valued in their school community. Yet a recent study found that only half of high school students feel they are an important part of their school community (YazzieMintz, 2007).

To learn at their best, students must be engaged and motivated. Substantial research shows that students who feel both valued by adults and a part of their schools perform better academically and also have more positive social attitudes, values, and behavior.

Schools can be a refuge for students. A welcoming school conveys to the student a feeling of safety, in spite of what is happening outside the school grounds. It becomes a place away from the chaos around them. Creating such a place and keeping distractions away from the thoughts of the students allows them to fill their minds with knowledge.

A welcoming climate also helps students feel connected to the institution, which in turn is likely to boost accountability measures, such as decreases in absenteeism, fighting, bullying and vandalism, and increases in motivation, classroom engagement, academic performance, school attendance and completion rates.

 

How can we begin to create a welcoming climate?

Though it may seem like a big undertaking, even small moves toward meaningful “climate change” can have a big impact. Individual teachers have the power every day to encourage students to embrace difference, to develop a mindset of hospitality, to challenge stereotypes, language, and practices that promote “insider/outsider” thinking. Small changes give way to bigger changes, leading to more open and welcoming schools where students of all backgrounds can learn and thrive.

Download INCLUDING EVERYONE: Small Changes to Create a Welcoming Classroom

 

Breaking Spirits: Identifying Words that Unite or Divide

wordle-300x143Schools today recognize more than ever the power of words on its students. Technology has made accessible a tremendous platform for words while allowing the voices behind those words to remain largely anonymous.

With student population in schools rapidly increasing in diversity, it is essential that we teach our children to recognize the strength of words whether they are spoken or written. Words can make someone’s day, or end a life. They can build self-esteem, or tear apart a friendship.

Below are two categories of words. One points out groups of words that unite. The other recognizes groups of words that divide. Encourage your students to focus their words on those that welcome and bring people together rather than those that divide.

Challenge your students to look at the two categories of words below, and list examples for each (examples are in parentheses). Then challenge them to use words that unite.

Words that Unite:

  • Words that praise (you’re good at that)
  • Words that don’t label (everyone)
  • Words that encourage (nice job)
  • Words that show gratitude (thank you)
  • Words that show affection (love)
  • Words that show understanding (I felt that way too)
  • Words that show respect (please)

 

Words that Divide:

  • Words that label or place people into groups (race, gender, culture, religion, etc.)
  • Words that expect a side to be chosen (prejudice, bias)
  • Words that eliminate or leave out people(exclusion)
  • Words that put down (diminish)
  • Words that show unkindness
  • Words that show disrespect

 

Explore the many lessons and videos on our RaceBridges sites that celebrate words that unite, while identifying the often unchallenged words that divide.

 

**Also check out these other websites for additional information:

Women’s History Month: Exploring the past, present and future

womens-historyConstance Baker Motley, the first African-American woman in the U.S. to become a federal judge, once said, “Something which we think is impossible now is not impossible in another decade.” The notion that history moves in the direction of progress is an encouraging sentiment as the March celebration of Women’s History Month and International Women’s Day are honored.

The countless women who’ve figured prominently in history have made what once seemed impossible possible—whether it was gaining the right to vote, making scientific breakthroughs, or attaining positions of power normally reserved for men. While we often limit our study of women’s history to events in the past, current affairs and even future possibilities are also powerful ways to view women’s journey toward equality. As educators we can help students explore not only the achievements of the past but the progress of the present and the promise of the future—celebrating, informing, and challenging stereotypes. 

Naturally, Women’s History Month tends to highlight women who’ve made great strides on a national level, women like Susan B. Anthony, Amelia Earhart, or Sandra Day O’Connor. Yet there are thousands of lesser-known history makers with contributions as meaningful. The Civil Rights Movement, for example, was full of women who worked tirelessly for equality—such as Ella Baker and Septima Poinsette Clark—but without the recognition. If we’re willing to dig a little deeper and consider alternate sources of historical records, we can also find deeply personal and engaging stories about how history shaped—and was shaped by—the women of different races, faiths and cultures. Consider seeking out stories, either written or oral, to explore these histories.

Having studied the past, students can better assess the present. How far have women come, and what has yet to be achieved? We can look at the prominence of women in power in politics, business, science, the arts, and even sports, but then also acknowledge inequalities that women still face—issues of compensation, access to education, and domestic violence. Stressing that women’s rights are human rights, educators can help boys and girls alike understand the need to work for justice.

With the perspectives of the past and present in mind, students can then imagine the future. What will history look like 10, 50 or 100 years from now? What will women have accomplished? What can we do to move things forward?

Women’s History Month is a great time to understand where women have come from, what they’re achieving today, and what the future may hold. In studying the past, present, and future, we can help students understand the need to work toward equality and justice for all people.

 

Black History Month: Prominent Leaders of the Culture

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As February and Black History Month approaches, it is important to take time to consider the successes of very prominent leaders of the black community. Without these people and their accomplishments, our country would be a very different place. A place sorely lacking in richness of culture, brilliant achievement, exploits of bravery and triumph, and sheer strengths of character. 

Schools and teachers should take an opportunity this month to explore the feats noted about some very prominent leaders of the black community. Where can you start? Who are notable people in black history with great stories to tell? Below are a few names to start with and what they are known for. Create a research project for students. Study the names as a class. Get them actively involved in the process.

  • Hank Aaron (baseball player)
  • Muhammad Ali (boxer)
  • Maya Angelou (writer)
  • Louis Armstrong (musician)
  • Arthur Ashe (tennis player)
  • Chuck Berry (musician)
  • George Washington Carver (chemist)
  • Shirley Chisholm (congresswoman)
  • Nat “King” Cole (musician)
  • Bill Cosby (actor)
  • W.E.B. DuBois (writer)
  • Langston Hughes (writer)
  • Michael Jackson (musician)
  • Martin Luther King, Jr. (activist)
  • Carl Lewis (sprinter and jumper)
  • Thurgood Marshall (US Supreme Court justice)
  • Rosa Parks (activist)
  • Sidney Poitier (actor)
  • Jackie Robinson (baseball player)
  • Sojourner Truth (abolitionist)
  • Harriet Tubman (abolitionist)
  • Tiger Woods (golfer)

Check out this website for further easy researching:  http://www.infoplease.com/spot/bhmbios1.html

Black History Month: Influential Artists of the Culture

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There is no way to celebrate black history month without including some of the most influential artists of the culture. The musicians, the actors, the dancers and entertainers. The writers, the painters and sculptors. What a dull world we would have without the profound contributions and talents of these great artists. Schools should celebrate these people year-round, but especially during black history month.

How can teachers call attention to these artists while utilizing the required curriculum and state standards?   Below are a few tips for teachers.

  • Create a research project that allows students to present their findings through the work of the artists rather than through a written product.
  • Show some footage of the actual artist doing what they do or being interviewed.
  • Study the Harlem Renaissance period – a booming time for black artists.
  • Read literary works by black authors. Consider using Hughes, DuBois, or Stowe. Or more current authors like Myers, Angelou, or Grimes.
  • Take a field trip to a museum celebrating or showcasing black artists.
  • Bring in an actual artist from the culture to share experiences with the students.

 

Black History Month: The Civil Rights Movement

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The Civil Rights Movement was a pivotal and important time in our country. What better time to explore its happenings and outcomes than during black history month?

Schools and teachers easily fit this vital time into academic lessons. The weighty issues and activities changed our country forever for the better, but many struggles took place to gain the way of life we have today. Do students of today truly grasp the agony and hardships endured for freedom?

How can teachers and schools explore this movement more fully? Below are a few tips: 

  • Invite a guest speaker in who was an activist for the civil rights movement. The time will soon arrive when those who lived through this movement and walked the path of a civil rights activist will not be here anymore. Any chance to hear directly from a source is of great value in the classroom.
  • Use technology. Skype with an activist – past or present. Research using a search engine.
  • Watch films about the movement, particularly documentaries. Watch short sections of the material at a time – 10 minutes or so. This keeps the students engaged more than sitting for an hour doing nothing interactive.
  • Check YouTube. Yes, this is usually a banned site in schools (for good reason). However, you would be amazed at the material that is available to view online – for free. There is a huge amount of student/school appropriate material that would enhance a lesson.
  • Interdisciplinary. When studying this in social studies, read from an author of the time in language arts.
  • Create group research project – written and a 3D board of some kind. Then, have students present to the class their findings.

 

Check out this website for further easy researching: http://www.infoplease.com/spot/civilrightstimeline1.html

Black History Month

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Significant Events that Changed Our Country

 

With February focusing on the great achievements and heroes in black history, it is important to recognize them in our schools. Students of all races and cultures benefit from these accomplishments, and it makes sense that schools should make the effort to include these happenings in academic lessons.

Use technology to help students research a timeline or a specific event. Have students write a taxonomy of important events in black history.

As a teacher, how do you decide which events students should study or research? Check the time period of whatever you are studying. If you are reading Langston Hughes poetry, research the Harlem Renaissance. If you are learning about Martin Luther King, Jr., research the civil rights movement.

Below are a few key events to get you started:

  • Underground Railroad
  • Uncle Tom’s Cabin published
  • Dred Scott Case
  • Civil War
  • Emancipation Proclamation
  • Lincoln assassination
  • KKK is formed
  • 13th amendment is ratified, prohibiting slavery
  • Black Codes
  • NAACP is founded
  • Harlem Renaissance
  • Jackie Robinson
  • Brown vs. Board of Education
  • Emmitt Till
  • Rosa Parks
  • Martin Luther King, Jr.
  • Civil Rights Movement
  • Malcolm X
  • Black Panthers
  • Affirmative Action
  • Barack Obama

 

Check out this website for further easy researching:  http://www.infoplease.com/spot/bhmtimeline.html

 

Beneath the Surface: More than You Can See

There is much more to people than what is on the surface – our appearances. It is essential to build an awareness of this fact because it is so easy to make judgments, form stereotypes, and determine abilities of others based solely on what we see. Students are key starting points for this process. We must teach the youth of today to take the time to know someone before creating an opinion of them. If established early, many conflicts and difficulties can be averted simply by recognizing that people are both unique and similar to one another. 

How can teachers and schools call attention to seeing with more than our eyes? Below are some ideas for constructing awareness in the classroom:

  • Reflection Writing. Provide opportunities for students to write about themselves – how they see themselves and their abilities..

  • Sharing. Provide opportunities for students to share insights of themselves. Establish guidelines that encourage openness – no laughing, everyone listens, welcome questions, etc. Share writings, drawings, pictures, stories, traditions, artifacts. Display student work in the classroom..
  • Discussions. Ask students how they SHOW their identities to others. How do they let others see beyond the surface? Brainstorm different ways to show who they are, what they believe in, their traditions, etc. Talk to students about how negative attitudes and behaviors have a lasting effect on people..
  • Role-Play or Give Scenarios. Practice how to show identity. Allow students to solve hypothetical situations..
  • Conflict resolution skill-building. Teach students that everyone does not need to agree all of the time. Provide opportunities for students to learn and practice how to handle conflict effectively and respectfully..

For further information and discussion, check out the link below:

http://www.beyondintractability.org/bi-essay/culture-conflict

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Thanksgiving : Who Is Missing From Our Table?

Thanksgiving is one of the main holidays of the United States, a time to remember our beginnings and to celebrate our rich history of welcoming the stranger. Yet many teachers struggle in the classroom at this time of year because of what doesn’t get addressed: the myths surrounding the original Thanksgiving story, settlers’ treatment of indigenous peoples, and the failure of our nation to welcome consistently the stranger and the newcomer. How can we teach the truth in our classrooms while still celebrating this national holiday?

For use before or around the time of Thanksgiving. This lesson invites students to share their personal and family stories of being newcomers and of welcoming the stranger. These stories are then used to create a Thanksgiving reflection on the disappointments and the blessings of the United States.

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Engage your students in a Diversity Lesson Plan: Thanksgiving: “Who Is Missing From Our Table?”

 

  • We offer a Lesson Plan : Thanksgiving: Who is Missing from Our Table? — for use before the holidays. This lesson invites students to share their personal and family stories of being newcomers and of welcoming the stranger. These stories are then used to create a Thanksgiving reflection on the disappointments and the blessings of the United States.

Racebridges Studios offers this lesson plan with student activities and handouts that help you and your students recognize and celebrate differences, find common ground and create a stronger classroom community.

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Download a free copy of the Thanksgiving: Who is Missing from Our Table lesson plan

Being Mexican-American : Caught Between Two Worlds–Nepantla

  smOlga_Lesson_Page_01by Latina Storyteller Olga Loya

In these warm and engaging story-excerpts professional Storyteller Olga Loya relates some of her life-story and her attempts to reconcile the two worlds and realities of ‘American’ and ‘Mexican American’. Audio-segments, story-text and classroom activities will engage students in exploring what it means be fluent in more than one culture at a time. The unit assists teachers to move beyond the Mexican-American experience to anyone who has been caught between two worlds and two identities. Use this unit to celebrate Hispanic Heritage month or to practice storytelling skills and to probe issues of difference and belonging.

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Storyteller Olga Loya tells of her experience growing up Mexican American in Los Angeles, trying to choose between the Latino and Anglo cultures, and realizing that she might belong to even more than two cultures and that perhaps there was a way to live with all of them.

This is a perfect lesson plan to use with students while talking about immigration, issues of being bicultural, or about how to use personal stories to address an issue.

A great lesson especially for Language Arts and Social Studies classrooms!

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Lesson Plan

Download the Nepantla: Between Worlds lesson plan (PDF)

Story Excerpts

The following MP3 tracks are story excerpts for use with the Nepantla: Between Worlds lesson plan. Please note that these excerpts are protected by copyright and are exclusively for educational use.

Story Excerpt #1 — Nepantla: Between Worlds2:35 minutes

Story Excerpt #2 — Spanish is Dangerous2:14 minutes

Story Excerpt #3 — Grandma Talk2:28 minutes

Story Excerpt #4 — Why Do You Want to Go to College? 3:26 minutes

Story Excerpt #5 — But You Don’t Look Mexican3:45 minutes

Story Excerpt #6 — What Does a Mexican Look Like?2:47 minutes

Story Excerpt #7 — My Own Rhythms – 1:41 minutes

Story Excerpt #8 — Mezcla: The Best of Both — 1:22 minutes

Story Excerpt #9 — Bridge Between Worlds — 1:46 minutes

(Need help to download the MP3 Story Excerpts? Click here for directions.)

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About Olga Loya

Storyteller Olga Loya was captivated by the vivid stories her Mexican grandmother and father would tll. Absorbing all of their secrets and following the tendrils of memory that bind people and families, Olga fashioned and invented herself, out of her own substance and imagination, a stirring universe of creation. Growing up in a up in the barrio of East L.A. where family rituals and traditions were the center of her emotional life, the young Latina, performing improvisation as a girl, has mastered the vocabulary of artful storytelling. With her poetic eloquence Olga’s stories are an impassioned quest to keep alive not only the fabric of her family but the larger Latino culture, richly robed in folktales, ancient myths, and history.

Be Civil ! The Search for Civility

A Definition : “…formal politeness and courtesy in behavior or speech..”
Its Use : “I hope we can treat each other with civility and respect”
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“Civility is not something
that automatically happens.

Civil societies come about
because people want them to.”

Jimmy Bise, Jr.
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civility
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Some claim that civil society is breaking down as political rallies turn ugly.  People text and take cell phone calls during concerts and in audiences before speakers.   Sometimes it feels that everyone is only looking out for number one.

It’s easy to look at the behavior of others, but it is essential that we examine our own actions.  Are we being kind?  Are we taking time to listen to one another? Really listen.

Do we apologize when we have hurt another?  Do we treat others as we want to be treated?  As the quotation says above, civility doesn’t just happen. We have to commit to behaving civilly ourselves.

As Election Day approaches in the USA and given the increasing volatility of political discourse  from vitriolic editorializing presented as news to recent Tea Party protests or Occupy actions, there is a need for students to learn how to disagree while remaining civil. 

Not only should students learn how to engage in civil debate, but they should also learn the value of listening to points of view and opinions that differ from their own. Being open to different kinds of people and ideas help students maintain open minds and to get along in a diverse society.

One of the difficulties teachers face in the classroom is that we as a society are not modeling for young people how to have vigorous conversations, even debates, about significant social and political issues.

In recent decades, we’ve seen two extreme approaches to hard conversations:  privileging agreement over individual opinion on the one hand and a “take no prisoners” approach on the other. When agreement and avoiding conflict is privileged, debate tends to be squelched when someone suggests that all “agree to disagree” or that “everyone is entitled to his or her own opinion.”

CLASSROOM ACTIVITY

Here are some points to ponder on the human skills of being civil.  For ourselves as teachers and for our students.

Present a Definition for all to reflect on.  E.g., Use the one at the top of this lesson which is repeated again here, or find one of your own.

Definition : ”…formal politeness and courtesy in behavior or speech..”
Use : “I hope we can treat each other with civility and respect”

Establish :  why be civil?  It is a central value of a flourishing group, family, society, community or school. Genuine civility leads to cooperation and community..

Examining our Civility

Do you and your students believe that civility is diminishing ?

. . . What is your response when someone suddenly cuts into line before you ? In the car? In the cafeteria? On the train ? In the bus stop line ? In the store?

. . . Review how often you hear curse words or the F-Word being used in and around your school.  Why ?

. . . Is it a common occurrence ?  Is it when someone gets into a verbal fight ?

. . . Review the behavior of people – and yourself – when you are on your cell-phone in a public place.

. . . Is it easier to be rude than civil ?  What are the consequences ?

. . . What happens to civility when we compete  academically ?

. . . What happens to civility when we compete at sports ?

. . . What examples of civility and/or un-civility do you see on TV ?  Online ?

Seeking to Be Civil

There are many online sites that explore the teaching of civility to students and children. Here are two sets of ideas that explore ways to focus on and practice civility:

What are some of the ways of teaching that encourages civility ?

❧ Teaching about multicultural tolerance and acceptance.
❧ Teaching children to care about others because it brings them meaning rather than expecting anything in return.
❧ Involving children in public service at a children’s hospital.
❧ Teaching children to respect senior citizens by volunteering at independent living facilities.
❧ Teaching common courtesies, such as introducing oneself, shaking hands with others, and thanking people for doing kind gestures for them.
❧ Teaching children to share and play cooperatively with others.
❧ Teaching children to respect and assist those who are disabled or have learning limitations.
❧ Parents can demonstrate through word and action what civility means.

Teaching Children Civility Begins at Home
http://www.familyresource.com/parenting/character-development/teaching-children-civility-begins-at-home

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Here are some ideas worth pondering :
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15 ways children learn civility from adults:

  1. Lead by example.
  2. Think about the impact of our words and actions on others first.
  3. Treat children and adults with the respect that we expect them to treat others.
  4. Apologize when we are wrong.
  5. Disagree with intelligence, humor, and civil discourse.
  6. Don’t let anger and emotion get in the way of listening to others.
  7. Teach character strengths, like respect and empathy, at home and in classrooms.
  8. Demand civility of our politicians and public servants.
  9. Set ground rules for civil behavior at home and in classrooms.
  10. Challenge people’s views but don’t attack the person.
  11. Be tolerant of people who are different from us.
  12. Praise others for their civil behavior, regardless of their viewpoints.
  13. Empower children to take a stand against bullying.
  14. Remind kids often why we should be civil.
  15. Teach kids how to become engaged citizens.


Teaching Civility in an F-Word Society

Marilyn Price-Mitchell Ph.D.
http://www.psychologytoday.com/blog/the-moment-youth/201206/teaching-civility-in-f-word-society

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CLASS ACTIVITY

  • Consider creating a “code of civility”  or “civility pledge” for your classroom/school or group.
  • Review the area in your classroom/school that needs behavior improvement in the civility climate.
  • Take a few of these issues and develop ways/plans/action that the un-civility can decrease or end.
  • Place this code of civility on the wall.  Review progress throughout the school year.
  • Celebrate victories.  Pass on the Civility!


RESOURCES

Look at one or more of the lists / guidelines for civil behavior on the resource list below. Use these as a model for creating a guideline for civil discourse in your own classroom.

Related lesson plans on RaceBridges site :

Resources to help you plan lessons about the topic  :

  • Dr. J.M. Forni, a professor who co-founded the John Hopkins Civility Project that aims “at assessing the significance of civility, manners and politeness in contemporary society.”  Forni authored two books on civility: Choosing Civility: Twenty-Five Rules of Considerate Conduct and The Civility Solution: What To Do When People Are Rude.
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  • “From Enmity to Comity: Restoring Civility and Pride to American Life,” by Robert Fuller. This article addresses the root cause of incivility—fear—and argues for ways to return to civil political discourse where we don’t have to disagree but where all are respected.
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  • Choose Civility: This website was created in response to the book Choosing Civility: Twenty-Five Rules of Considerate Conduct. There are a variety of resources there, including in-depth book lists for children, teens, and adults.
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  • The Civility Project: This website seeks to encourage civility in the political arena. Contains a bibliography of books on civility and examples of civility and incivility in contemporary culture.


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Many of the scholars who are exploring the issue of Civility
today focus on one of the ways of learning civility – which is to
explore other cultures and those people who are different than ourselves.
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Are You Unintentionally Offending Someone

Because of how most of us were raised, we can all un-intentionally hurt others or even discriminate against them. The point is: are we willing to learn when someone takes the time to point out our mistakes and, after that, do we behave differently? In this video, storyteller Charlotte Blake Alston’s feedback on how black students are being treated at her school falls on deaf ears.

Do you know how you come across to other people?

What you think of yourself and how others see you might be two very different things. What’s funny is that many of us are shy or downright scared of asking for feedback. But what people think of you is still there, right?

We can’t do something about something if we don’t know it’s there. Especially when it comes to race relations, how are we going to improve if we don’t know what to improve?

It takes a lot of confidence to say, “That was my mistake” or “I can do better” but it makes you a much easier person to be with and others will see as a reliable and approachable friend and ally.

 

CLASSROOM RESOURCE: Be Civil!

How can we explore the human skill of . . .

Disagreeing Without Being Disagreeable?
THE SEARCH FOR CIVILITY

Given the increasing volatility of political discourse in the United States, from vitriolic editorializing presented as news to recent Tea Party protests, there is a need for students to learn how to disagree while remaining civil. Not only should students learn how to engage in civil debate, but they should also learn the value of listening to points of view and opinions that differ from their own. Being open to different kinds of people and ideas help students maintain open minds and get along in a diverse society.

One of the difficulties teachers face in the classroom is that we as a society are not modeling for young people how to have vigorous conversations, even debates, about significant social and political issues.

In recent decades, we’ve seen two extreme approaches to hard conversations: privileging agreement over individual opinion on the one hand and a “take no prisoners” approach on the other. When agreement and avoiding conflict is privileged, debate tends to be squelched when someone suggests that all “agree to disagree” or that “everyone is entitled to his or her own opinion.” But in some circles, especially politics and media, polarization and “winning” the argument is so valued that there is no room for civil engagement.

In this RaceBridges Resource, you’ll find a classroom activity, some “lesson plan starters” to examine the limits of these two approaches and to practice civil engagement, further resources, and some ideas and thoughts to help inspire you on the journey.

Vigorous debate characterizes a democracy where citizens are entrusted with discussing, disagreeing about, and deciding important issues; it is up to teachers like you to teach the critical skills of analysis civil discourse if we are to have a vibrant democracy

Download this resource

The Hmong People – Who are They?

flowercloth

The artistic textile tradition of
Paj Ntaub (“Flower Cloth”)
of the Hmong culture.

Although a large population of Hmong is centralized in the mid-west and California, the background of this culture is often a mystery or is misunderstood by many Americans. So, who are the Hmong people? How did they arrive on American shores? What are their hardships?

Below is a brief bit of history of these courageous people, highlighting some struggles of both their past and present circumstances. Included also are some tips for teachers when working with Hmong students and families.

Who are they?

  • The Hmong are often mistaken as being Chinese or Vietnamese..
  • Mainly from Laos, the Hmong in the U.S. came as refugees after the Vietnam War..
  • They have religious beliefs in animism (the use of shamans for guidance, healing, and ceremonies)..
  • Asian Hmong have backgrounds in agriculture..
  • They are relatively new to the U.S., as Hmong arrival to the U.S. was only around 30 years ago..

How and why did they come to America?

  • Much of the older Hmong generation fought for America in what is known as a secret war, recruited by the CIA to battle powerful communist forces..
  • When America left Vietnam (after the Vietnam War), the Hmong people were left behind. Trusting the U.S. promise that they would be taken care of because of their service to the U.S., the Hmong felt abandoned when America left. The North Vietnamese marked them for extinction. What followed were torture, murder, and desperation..
  • Many simply fled for survival, and many perished in the harrowing escape. Others were trapped in the hillsides and mountains of the country..
  • Arrival to America meant safety for the Hmong, but new challenges immediately emerged..

What are their struggles – past and present?

  • The older generation of Hmong carries with them chilling tales of survival and horror of life before coming to America..
  • Upon arrival, many Hmong endured neglect in refugee camps and separation from family members..
  • Culture shock only added to the scarred and tragic background of the new arrivals, as Hmong culture is vastly different from that of American culture..
  • Language is a significant obstacle for the Hmong people in America..
  • The older generation fears the loss of Hmong heritage as they try to fit into American culture..
  • Most Americans do not know the story of how/why the Hmong people arrived to the U.S., and many are insensitive to the culture..

For Teachers and Leaders working with Hmong students and families:

  • The language of the Hmong people is very different from that of English. The language itself is a tonal language, and it is not known if there was ever a written language of the Hmong. Because of this, words and sentences are formed unlike that of English. Plurals, articles, and others nuances will be noticeably misplaced in writing samples. It is a language issue, not an inability issue..
  • Have translators available for school functions: phone calls home, conferences, meetings, etc..
  • Understand that family is vitally important to the Hmong, even at the cost of education. Older generation members often have had little to no schooling prior to coming to America..
  • Many of the older Hmong feel that their heritage has been (or is being) lost as a result of fleeing to America. Try to bridge this gap by welcoming families to the school/classroom. Have a cultural day, and invite families to school for the day..
  • Encourage the sharing of stories, as this is an essential aspect of Hmong culture..
  • Recognize that English will likely be a second language to students, and that it will likely not be spoken at home. Homework will be difficult to complete at home, as parents will probably not speak that language or be familiar with the work..

Check out these websites for further information about the Hmong people:

http://www.jefflindsay.com/hmong.shtml

http://www.jefflindsay.com/Hmong_tragedy.html#tragic

http://www.everyculture.com/multi/Ha-La/Hmong-Americans.html

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Source:

Lindsay, J. (2009). http://www.jefflindsay.com/Hmong_tragedy.html#class. Retrieved 1 21, 2012, from http://www.jefflindsay.com/Hmong_tragedy.html#class

Bittersweet: A Chinese American Daughter’s Legacy

The stories offered here—Immigrant History and Mom’s Story—come from Chinese American storyteller, Nancy Wangs longer story Bittersweet: A Chinese American Daughter’s Legacy. In this story, Wang explores the history of her own family, beginning with the immigration of her great-great-grandparents from China to the United States in the mid-nineteenth century.

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This lesson plan uses two stories by Nancy Wang, a dancer, storyteller, playwright, and practicing psychotherapist. Wang studies ethnic dance and has written plays focused on Asian American themes. The stories offered here—Immigrant History and Mom’s Story—come from her longer story Bittersweet: A Chinese American Daughter’s Legacy. In this story, Wang explores the history of her own family, beginning with the immigration of her great-great-grandparents from China to the United States in the mid-nineteenth century. Through this story of her own family history, Wang uncovers the generations of discrimination against Chinese immigrants—both stealth and legally sanctioned—as she explores the relationship in her family, including her own relationship with her mother.

This unit comes with a teacher guide, text of stories & audio-download of stories as well as student activities.

Lesson Plan

PURPOSE

  • To expose students to the experience of Chinese immigrants in the 19th century.
  • To explore the little-known history of exclusion of and discrimination against Chinese immigrants and Chinese Americans during the 19th and 20th centuries.
  • To examine the connections between family history and personal development.

OUTCOMES

By the end of this lesson, each student will:

  • Be familiar with the tension among immigrants in California in the 19th and early-20th century.
  • Understand why marginalized groups might exploit and oppress each other rather than working together to achieve their rights.
  • Respond to the issues and themes of the stories
  • Relate their own experiences to the stories

Download Bittersweet Lesson Plan (PDF)

Story Excerpts

The following MP3 tracks are story excerpts for use with the Bittersweet lesson plan. Please note that these excerpts are protected by copyright and are exclusively for educational use.

Excerpt #1 — Immigrant History– 9:16 minutes

Excerpt #2 — Mom’s Story– 14:27 minutes

Need help to download the MP3 Story Excerpts?  Click here for directions.

About Storyteller Nancy Wang

Nancy Wang, together with her storyteller husband Robert Kikuchi-Ynogo founded Eth-Noh-Tec in 1982. This is is a kinetic story theater company based in San Francisco, weaving [tec] together distinctive cultural elements of the East and West [eth] to create new possibilities [noh]. Eth-Noh-Tec produces and performs contemporary presentations of traditional folktales from the many countries and cultures of Asia through storytelling, theater, dance, and music.  Nancy Wang is available for performances in schools and colleges solo, or with her husband as Eth-NohTec.

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Full information : www.ethohtec.org.

Honoring Asian Americans and Their Contributions

asianfabricAs spring settles in and the school year winds down, it is important to consider the amazing contributions of some very significant leaders in the Asian American community. May is Asian Pacific American Heritage Month, and there are many notable Asian Americans worthy of study. Their dedication to discover and to strive to reach the stars proves that anything is possible, and that dreams do come true. Teachers and schools should take the opportunity to celebrate and honor their accomplishments. 

Below are a few names to start with and what they are known for. Create a research project for students. Study the names as a class. Make up a guessing game or quiz that gets the students actively involved! Share the names with your students, and see how much they know!

  • Chawla, Kalpana, astronaut
  • Chow, Amy, gymnastics
  • Chung, Connie, broadcast journalist
  • Curry, Ann, TV news reporter
  • Gabriel, Roman, football
  • Hirabayashi, GordonKiyoshi, activist
  • Ho, Don, Hawaiian entertainer
  • Jen, Gish, novelist
  • Johnson, Dwayne (theRock), wrestler, entertainer
  • Jones, Norah, musician
  • Kahanamoku, Duke, swimming, surfing
  • Kapany, NarinderS., physicist
  • Khorana, HarGobind, biochemist
  • Kingston, MaxineHong, writer
  • Kuniyoshi, Yasuo, painter
  • Kwan, Michelle, figure skating
  • Lee, Brandon, actor
  • Lee, Bruce, actor
  • Liliuokalani, Hawaiian queen
  • Liu, Lucy, actress
  • Louganis, Greg, diving
  • Ma, YoYo, cellist
  • Midori, violinist
  • Mori, Kyoko, poet, novelist, and nonfiction writer
  • Morita, Pat, actor
  • Ono, Yoko, singer
  • Park, Grace, golf
  • Shyamalan, M. Night, film director and screenwriter
  • Tan, Amy, novelist
  • Underwood, Robert Anacletus, congressional delegate
  • Wang, Vera, fashion designer
  • Woods, Tiger, golf
  • Wu, David, U.S. congressman
  • Yamaguchi, Kristi, figure skating
  • Yep, Laurence, writer

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Source:

http://www.infoplease.com/spot/asianbios.html. (n.d.). Retrieved 1 22, 2012, from infoplease.com: http://www.infoplease.com/spot/asianbios.html

Asian Americans and their Gifts to America

blackpondHave you ever wondered what America would be like without the creativity inspired by other cultures? Ours is a nation of diversity. We have the unique capacity to design and create, to dream and build, to explore and experiment – all because we have so many different people, customs, cultures, beliefs, talents, and backgrounds on our shores. 

Let’s all take a moment to celebrate our Asian American citizens and their tremendous accomplishments. Share these not so common facts below with your students, and see how many facts they recognize. Make it a trivia contest or a game!

 ……………………………………….. ………………………………………………
Item Where it Came From
 The story of Cinderella China
 Chutes and Ladders Game Hindi
 Kites China
 Hello Kitty Japan
 Rock, Paper, Scissors Game Japan
 Yoga India
 Nintendo Japan
 Soccer China
 Hula Native Hawaii
 Scooby Doo created by a Japanese-American
 Umbrella China
 Wheelbarrow China
 Tie-dying India
 Pajamas India
 Bandana India
 Compact Disc (CD) Japan
 Cultured Pearls China
 Cotton and Calico India
 Tattoo Tahiti
 Ketchup Malay
 Ukelele Polynesian
 Brainwashing China
 Shampoo Hindi

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How did you do – how many did your students recognize? Can your students think of any other items in our country created by Asian Americans?

During the month of May, America celebrates Asian Pacific American Heritage Month. Honor these brilliant people by encouraging your students to dream big and work hard.

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Source:

Wang, F. K.-H. (n.d.). Asian Pacific American Heritage Month for Kids. Retrieved 1 22, 2012, from IMDiversity.com: http://www.imdiversity.com/villages/asian/history_heritage/wang_asian_heritage_month_kids.asp

May is Asian Pacific American Heritage Month

ASIAN AMERICAN HERITAGE
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RaceBridges pays tribute to the immigrant generations of Asians and Pacific Islanders who have enriched America’s history and continue to contribute to the nation’s future.

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RaceBridges invites you to explore some powerful Asian American stories.  Use them and their related lesson plans with your students. 

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See the Lesson Plans and Videos of some unusual short stories told by professional storytellers . . .

.bamboo-leaves
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.STORIES, VIDEOS,
IDEAS & RESOURCES
CELEBRATING ASIAN AMERICAN
HERITAGE & LIFE
..

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SHORT VIDEO STORIES

Told By : Alton Chung :

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Told By: Nancy Wang :

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.Told By: Anne Shimojima :

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.Told By: Robert Kikuchi-Yngojo :

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Seeking Harmony : Starting and Sustaining a Diversity Club for High School Students

One of the best ways to furnish students with inclusive skills is by including them in the planning and training phases of diversity education. This resource focuses on how to create a club that brings together all kinds of students to address issues of diversity and to create a welcoming, inclusive school climate.

  • Develop creative leadership among students
  • Raise awareness in the school around diversity issues that students identify
  • Inspire school communities to address and attempt to solve problems related to issues of diversity
  • Make issues of diversity accessible, meaningful and fun.


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STARTING AND SUSTAINING A DIVERSITY CLUB FOR MIDDLE AND HIGH SCHOOL STUDENTS

Why?   How?

This resource:

  • make the subject of race and race relations approachable and effective
  • engage faculty and students in the ongoing challenge of making our schools welcoming for students of all races and backgrounds
  • provide engaging tools and activities to better understand and appreciate students, families, and communities that differ from the majority of the student body

You can adapt these resources to your local needs to better serve your student body and faculty.

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A Dozen Diversity Questions For Teachers

..
….
The issues of difference and racial inclusion need not present a daunting challenge
or a subject where teachers seem to walk on eggs.
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There are many free resources on this site to further aid you in developing diversity
goals and activities..Here are 12 ways or action-suggestions to get you thinking
and acting towards creating a simple diversity program into your classroom,
school, project or organization..

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1   CELEBRATE  DIFFERENCES

Set aside time to allow students to share their cultural heritages. This may be a daily or weekly session, and may include cultural creativity in assignments, and may be shown in classroom displays etc.

2   HIGHLIGHT CULTURAL AWARENESS

Include lessons that promote cultural awareness.  In Language Arts, read and discuss culturally relevant works/authors; in Social Studies, tie regional customs to a geography lesson; in Music, practice and discuss pieces of various origins.  You can also dive deeper into the parts of  history which aren’t discussed or where there may be a different first-hand experience.

3    ASSESS THE DIVERSITY CLIMATE OF YOUR SCHOOL

Consider a diversity audit of your school.  Focus on a few major diversity needs. How welcoming is the school facility to all of the diverse groups of students ?

4    BEGIN A DIVERSITY INTEREST GROUP

Establish a small group of teachers who care about the issues of diversity and inclusion. Consider beginning an ongoing Harmony Club.  Include a small student group who are interested and passionate about the issues.  Sometimes a group is created in response to an urgent hate crime issue in the school or neighborhood.  So establish the group so that it prospers and grows in normal ongoing school times as well as in urgent situations.

5   DEVELOP DIVERSITY GOALS

What Diversity dreams would you like to turn into deeds in your school in the school year ?  In two years ?  Voice them. Write them down.  Share them. Find a consensus to establish a few  achievable goals.

6  CREATE A SIMPLE DIVERSITY MISSION STATEMENT

Let this be the work of the Diversity or Harmony Group.   Make a simple art work out of this Mission Statement.  Place it in a prominent place in the school.  Create part of a school assembly to reflect on the Mission Statement and to put it in a place of honor. It could include a few simple goals.

7  GUEST SPEAKERS WITH A DIFFERENCE

Consider inviting special guest speakers related to diversity themes to speak at school assemblies.

8  BRIDGING DIFFERENCES

Consider holding an event with a school or student group that is from a very different school or neighborhood than your own.

9  CREATE MORE THAN  AN INTERNATIONAL DAY  

Go Beyond the usual ethnic foods, pictures and music.   Tell stories collected from students’ grandparents and parents around themes of heritage, resilience and hope.   Pay attention to the “insider” and “outsider” stories and relate them to your students’ lives.

10  ILLUMINATE DIFFERENCES & SIMILARITIES

Show interest – talk to students about their background. Talk to them about your background.  Encourage them to tell stories that highlight a different perspective.  Discover differences and similarities so that everyone feels valued and welcome.

11  WALK THE TALK

Be a role model of acceptance. Show students how to act appropriately, and then expect them to follow suit.  Invite students to embrace discussions, especially when someone has a different experience or perspective.

12   BE PATIENT

Seek to be patient with yourself and with your students and school as you seek progress in some simple diversity goals.  Become aware of your own prejudices and stereotypes.  Understand how cultural pride, identity and race are impacted by racism.  Learn how to take a stand for each other to strengthen and build community.

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A Day of Celebration or of Mourning ? : The True Story of Thanksgiving

cornucopia
Each year in November, many students learn of the Thanksgiving story. They hear of Pilgrims and Indians, of the hardships, the food, and the bond established between the two peoples. A table is set for feasting and for celebrating the day of America’s discovery. Many, unfortunately, do not learn of another aspect of that time – that Native Americans see it as a time of mourning. How do schools and teachers cover the Thanksgiving story sensitively and with accuracy?   Below are a few tips to get started.

  • Be informed. Check out these websites that offer the Native American perspective on the holiday, as they are more than valuable resources. Extension activities, as well as true history accounts are given here:
  • Invite a guest speaker to talk to students about the perspective in an age and school appropriate manner.
  • Find books or other resource materials that depict actual happenings.
  • Talk about why Native Americans would feel mournful at this time.
  • Avoid stereotypical plays, clothing, speech, food, or behaviors.
  • Share what happened in the years after the First Thanksgiving (age and school appropriate, of course).
  • Create a new Thanksgiving story.
  • Focus on gratitude.
  • Allow students to share personal experiences...

A White Girl Looks at Race

superohStoryteller Susan O’Halloran weaves three short true stories of her life growing up in Chicago in the 1960s.

The three short stories offered here—“Davy Crockett,” “Us vs. Them,” and “The Dr. King March”—all explore Susan’s experience growing up in Chicago in the 1950s and 1960s when the relationship between blacks and whites in the United States were tense and changing quickly.

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7 Myths and Stereotypes About Asian Americans

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This list is written for RaceBridges by our colleagues from Ethnohtec Story Theatre

 

1. “Asian Americans are nerds, geeks”

Not so. All you have to do is recognize Jackie Chan, kung fu actor and comedian. There’s Bruce Lee, martial artist actor, Kristi Yamaguchi and Michelle Kwan, gold medalist ice skaters. There are also other medal winning skaters Kim Yu-na of South Korea, and sister-brother team, Danvi and Vu Pham, Vietnamese – to name only a few. Like in any population, Asians are a broad spectrum of personalities. There are many more Asians who could not be nerds or geeks even if they wanted to be!

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2. “Asian women are sexy; Asian men are not”

Stereotypes ? What is this based on? A biased attitude, seen from a narrow point of reference, and personal preference.If one looks at characters and images in movies, magazines and on TV, what is reflected is the creation of a white male industry portraying what is to be considered ‘sexy’, and it is is usually white. Asian women are chosen to fit that white stereotype with an added racist Asian-woman-seductress element. It’s all made up by a few white men and all of us, not just Asians, have been hypnotized by it. How can there be no ‘sexy’ Asian men? Statistically this is impossible. And the same goes for Asian women. All Asian women are ‘sexy’? Please. No more than all white women are ‘sexy’!

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3. “Asians are petite and short”

Like any population, there are many sizes. Sure many Asians tend to be shorter, but not all. There are many Asians peaking beyond 6 feet tall. Anyone can gain weight! Take a look at Japanese Sumo wrestlers or for height, there’s Yow Ming, Chinese basketball player at 7’6” and his girlfriend Chinese basketball player at 6’2”. Asians are 60% of the world population and in these populations there is a mixture of many faces and sizes just like in other groups.

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4.   “All Asian Americans are well educated”

The data tells a different story. In fact, Southeast Asians have the highest high school dropout rates in the country. 33% of Asian Americans students in public high schools drop out or do not graduate on time. 24% of Asian Americans over age 25 do not have a high school degree. The illiteracy rate of Asian Americans is 5.3 times that of non-Hispanic whites. http://www.asiannation.org/modelminority.shtml

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5.  “Asian Americans have made it to the mainstream and have become part of the accepted  American ‘melting pot”

In fact, Asian Americans in the first hundred and more years of living on American soil (as early as 1849) were singled out and victimized by discriminating behaviors and laws by European settlers. They were lynched, murdered, rounded up and marched out of communities. They were not allowed by law to stand witness against any white man in court, could not own land, were forbidden to immigrate, imprisoned in government internment  camps, forbidden to marry out of their own ethnic group and more.

All the above is even more alarming since there is evidence that the Chinese first arrived on the western shores of America as early as 2500BC and the eastern shores years before Columbus in the 1400s. Filipinos arrived in Louisiana in the 1700s.  Many Asians  were earlier Americans than Europeans. But this does not count.

Today,  research shows that Asian Americans are the fastest growing victims of hate crimes in America. 17% of Asian American boys in grades 5 through 12 reported physical abuse, as compared to 8% among white boys, and 30% of Asian American girls in  grades 5 through 12 reported depressive symptoms, as compared to white girls (22%), African American girls (17%), or Hispanic girls (27%), 46% of Asian American households do not have anyone over age 14 who can speak English well.

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6.  “Asian Americans are economically stable and successful”

In fact, 14% of Asian Americans live below the poverty line, compared to 13% of the U.S. population. In addition, while jobs pay Euro Americans $522 per every additional year of education beyond high school, Asian Americans make $379 per every additional year of education. In California, almost 40% of all Vietnamese refugees are on public assistance and in Minnesota and Wisconsin, an equal number of  Cambodians, Hmong, and Laotians also receive public assistance. In New York City, 52% of Asian American births in 1999 were paid for by Medicaid, indicating that their mothers are poor or near poor, more  than double that of 1990(22%). According to the  U.S. Commission on Civil Rights, Asian-American men born in the United States are 7 percent to 11 percent less likely to hold managerial jobs than white men with the   same educational and experience level.

Informative sites :

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7.  “Asian Americans are passive, compliant and weak”

Well, there’s Mao.  There’s Chinese mothers!  American film most often depicts Asians as being mysterious, passive,China Dolls and as usual casting non-white men as being unattractive for women.  Look at all the Hollywood pairing of Asian women and white men: Pierce Brosnan and Michelle Yeoh in the James bond movie “Tomorrow Never Dies”; or look at all the female Asian newscasters, but rarely an Asian male newscaster; or the movie ‘The World of Suzie Wong” – a prostitute  who is paired with William Holden, a white  business man.  The women are either Dragon Lady types and the men ugly  fierce gang  or martial arts murderers, or they are the unattractive passive and weak.  Asians are rarely portrayed as just regular human beings.  Too often in films, the Asian passive  beauty is set as the standard as to how to attract and keep a man.  And never is an Asian competition to romantically win the leading man or woman.

Further Informative sites:

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The above list is written for RaceBridges by our colleagues from Ethnohtec Story Theatre : www.ethnohtec.org

  • We hope this list will energize you to explore the role of Asian Americans in this month of May, Asian Pacific American Heritage Month..
  • This list is not meant to be all-encompassing. All Asian-Americans are not all from Pacific Asian origins. The continent of Asia is vast.  We hope the above list will stimulate discussion and exploration of an American ethnic group that we often classify with one name, but has many splendid and shining differences..
  • These stories of triumph, resilience and persistence speak of the many gifts that the Asian American peoples have brought to America.

 

10 Ways to Educate for Anti-Racism and to Celebrate Diversity

sm_10waysThis “bridge builder” resource provides a brief listing of tips and tools for use in your classroom.

Download this teacher resource

Event Archives: COR (Catholic Schools Opposing Racism)

COR (Catholic Schools Opposing Racism) which was a program for catholic high school students from across the suburbs and city of Chicago. Browse the outlines of these programs, themes and gatherings. Be creative and adapt these ideas for your own school or organization.

Programs 2000-2006

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The theme for this year is seeing. At each event we will focus on the ways we view others and ourselves through the lens and prism of race. The Pastoral Letter of the Bishops of Illinois “Moving Beyond Racism: Learning to See with the Eyes of Christ” inspires this year’s program.

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The last C.O.R. supper of the year was held at Queen of Peace High School in Burbank, IL on Tuesday, March 27, 2001. This final supper of the 2000-2001 C.O.R. series Voices That Challenge focused on diminishing the negative consequences of having groups in school communities. Given the recurrence of school violence in the last few weeks, students were eager to discuss the groups at their own schools, how those groups can foster inclusion and exclusion and the feelings that being excluded can engender in students.

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The third C.O.R. event of the year was held at the International Conference Center (ICC) in the Uptown neighborhood of Chicago on Saturday, February 24, 2001. Uptown is one of the most diverse neighborhoods in the country, with over 60

languages spoken in the local high school, no dominant ethnic group, people from all socio-economic strata and a third of the residents born in countries other than the United States.

Each walk took students to a different location, at which they saw a presentation either by Mehrdad Azemun, a community organizer with the Organization of the North East (O.N.E.).

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Dec 2, 2000

Georgie Torres Reyes introduces

C.O.R. attendees through means to reach our congregation.

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Oct 16, 2000

Voices that Challenge

Andrew Lyke shows us three major points of Recovery from Racism today.

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Celebrating the C.O.R. doors we’ve opened during the Jubilee Year.

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Photo Gallery of COR Suppers


SYSTEMIC STORIES: INSTITUTIONAL RACISM March 23, 2002

STORIES THAT HURT: INTERNALIZED RACISM February 20, 2002

STORIES THAT SING: COR CONCERT January 30, 2002

SOUL STORIES: INDIVIDUAL RACISM December 1, 2001

STORIES THAT DIVIDE, STORIES THAT UNITE October 10, 2001

RAISING OUR VOICES IN OUR SCHOOL March 27, 2001

RAISING OUR VOICES IN OUR COMMUNITY February 24, 2001

RAISING OUR VOICES IN OUR CHURCH December 3, 2000

RAISING OUR VOICES IN OUR FAMILIES October 16, 2000

The Story on Our Skin: Looking for Identity Beyond Appearance

 

Story Summary:

 From when we humans first became aware, we began to paint our skin with colors and symbols of who we are. Were we telling the world “look at my skin to see who I am”, or saying that since appearances can change, then true identity must lie deeper within us?

 

Discussion Questions:

  1.  Why do you think that people have painted themselves since the beginning of human culture?
  2. Do people have different reasons for why they paint or mask themselves in different cultures?
  3. Is wearing makeup the same as painting a face? How do people paint themselves today?

 

Resources:

  • Transformations! The Story Behind the Painted Faces by Christopher Agostino
  • How Art Made the World: A Journey to the Origins of Human Creativity by Nigel Spivey
  • Tribes by Art Wolfe
  • Body Decorations: A World Survey of Body Art by Karl Gröning

 

Themes:

  • Identity

Ripples: From a Field in Mississippi to General Motors in New York

 

Story Summary:

 April 4, 1968 may have been the end of one dream with the assassination of Dr. Martin Luther King, Jr. However, on that day, another began in a young woman who pushed past despair, journeying from Mississippi to New York City, to discover that the “dream” lived on in her.

 

Discussion Questions:

  1.  Dr. King is associated with bringing together people of various ethnic backgrounds. While the message of equality was a theme of the Civil Rights Movement, a critical part of the movement centered around employment – compensation, fairness, availability, and equity. How are there still struggles around employment issues in the U.S. and the world?
  2. Each person has been given a talent – teaching, preaching, engineering, drawing, you name it! What are the talents you have been given and how have they helped someone else or you in an unexpected way?
  3. Travel can reveal a new perspective about one’s self, others, and places. Where have your travels brought you? How has something you experienced or seen changed your perspective?
  4. The Great Migration refers to the exodus of African Americans from the American South, seeking a variety of opportunities, new beginnings, and work during the 20th century. This departure from “home” enabled families to unite and offered a different future to the next generation. What sacrifice did those who left the South make for the next generation? What opportunities did future generations have? In your family, how did one generation make a sacrifice that benefitted the next generation(s)?

 

Resources:

  •  America Street: A Multicultural Anthology of Stories edited by Anne Mazer
  • Seeds of Change by Jen Cullerton Johnson
  • Voice of Freedom – Fannie Lou Hamer: Spirit of the Civil Rights Movement by Carole Boston Weatherford
  • 28 Days: Moments in Black History that Changed the World by Charles R. Smith, Jr.
  • The Warmth of Other Suns by Isabel Wilkerson

 

Themes:

  • African American/Black History
  • Crossing Cultures
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking
  • Workplace

Just Hair: Finding Out the Importance of Your True Roots

 

Story Summary:

 A chance encounter is an unexpected blessing for a teenager, who discovers that true strength is rooted within, extending down into the roots of the ancestors.

 

Discussion Questions:

  1. There are many forms of laughter: discomfort, joy, fear, amusement, sarcastic, etc. What type of laughter would you attribute to the students in the library? What dynamic did it set up between them and Diane? What are a few responses you would have had to the situation?
  2. Invisibility is a much-desired attribute among superheroes. However, there are times when we, too, search for the cloak of concealment. When have you ever wanted to be “invisible”? In what situation and for what purpose?
  3. The themes of belonging, identity, shame, and protecting one’s self can be found in the story of each human being. What other themes did you connect to in this story? Did the story help you to remember something that is or has happened to you?

 

Resources:

  • Every Tongue Got to Confess by Zora Neale Hurston
  •  African American Folk Tales for Young Readers by Richard Young and Judy Dockrey Young
  • Pink and Say by Patricia Polacco

 

Themes:

  • African American/Black History
  • Bullying
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Identity
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

The Immigration Process vs. Pre-Wedding Bliss

 

Story Summary:

 Listen and move as this spoken word piece takes your mind and body through an insider’s/outsider’s understanding of immigration, identity, and family. The story began when Arianna and her now husband wanted to get married and had to prove, with evidence, that their love for each other was real. Complexity arose as they entered the immigration process better known as: K-1 Non-Immigrant Visa. As they hit barrier after barrier, they quickly learned how unpredictable the U. S. was about immigration,

 

Discussion Questions:

  1. Where in your life have you had to navigate the U.S. government to solve a problem?
  2. How does Arianna manage the immigration process in the United States? What steps does Arianna take to manage the immigration process?
  3. What evidence does Arianna use to show she is “in love?” What evidence do you have that would show you love someone in your family?

 

Resources:

  •  http://madeintoamerica.org/  (A Collection of family stories)
  • Immigration Stories by David A. martin and Peter Schuck (Non-fiction)
  • Mama’s Nightingale: A story of Immigration and Separation, By Edwidge Danticat

 

Themes:

  •  Crossing Cultures
  • European American/Whites
  • Immigration
  • Latino American/Latinos
  • Living and Traveling Abroad

A Link in the Circle: Learning to Lean on My Indonesian Family

 

Story Summary:

 What is it like to be so immersed in a culture that a lady on the bus becomes your adopted “Aunt” and a bus driver your “Brother? While Arianna Ross travelled alone through Indonesia, she discovered that sometimes family is defined by a connection and not blood. Many days Arianna lived with only the support of total strangers. Witness the similarities and differences between Arianna’s culture and theirs.

 

Discussion Questions:

  1.  Where in your life have strangers become family?
  2. How do the people in the island of Banda Aceh, Indonesia define family?
  3. When the police stopped the bus that Arianna was on and searched people, what were they looking for and how did “strangers” protect Arianna?

 

Resources:  

  • Folk Tales From Bali and Lombok by Margaret Alibasah
  • Folk Tales from Indonesia by Dra Aman

 

Themes:

  •  Asian American/Asians
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Identity
  • Living and Traveling Abroad
  • Taking A Stand and Peacemaking

Martin and Me – A Coming of Age Story

 

Story Summary:

 Growing up, Steven was involved in Boy Scouts and his church and as a teen he advocated for community development in his New Jersey neighborhood. But could he get involved in the rising black militancy of the late 1960s?

 

Discussion Questions:

  1. Why was Steven called “too white” by some of his friends? What is “acting white” and how has racism perpetuated these no-win choices of how white or black someone is?
  2. Steven’s neighborhood didn’t have comparable city services such as garbage pickup and water and sewer service. How did the city justify this uneven treatment and what was Steven’s Youth group able to do in the face of this discrimination?
  3. If you were African American in the 1960s would you have become involved with the Black Power movement? In what ways might you show your pride in your African American heritage? For what reasons might you become involved in peaceful protests such as school walkouts or be tempted to participate in more militant actions?
  4. Do you think Steven made the right decision to go to school after Dr. King was assassinated in 1968? How did Steven’s family influence his decisions?
  5. In what ways are we still reaching for Dr. King’s “beloved community”? Do you think it’s an attainable ideal?

 

Resources:

  •  Black Against Empire: The History and Politics of the Black Panther Party by Joshua Bloom and Waldo Martin
  • Death of a King: The Real Story of Dr. Martin Luther King’s Final Year by Tavis Smiley and David Ritz
  • A Call to Conscience: The Landmark Speeches of Dr. Martin Luther King, Jr. by Clayborne Carson and Kris Shepard

 

Themes:

  •  African American/Black History
  • Bullying
  • Civil Rights Movement
  • Crossing Cultures
  • Education and Life Lessons
  • Family and Childhood
  • Housing
  • Identity
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

Chinese New Year’s Frogs: A Collision of Culture and Nature

 

Story Summary:

“Ranger Linda” describes her encounter with a group of well-intentioned Chinese Americans bearing bullfrogs. This surprising incident illustrates how cultural differences can have unintended consequences and how cultural awareness can lead to greater understanding and a better outcome for all.

 

Discussion Questions:

  1.  What do you do when cultural customs clash?
  2. What is more important – cultural beliefs or environmental protection?
  3. Have you ever encountered a similar situation where a cultural practice clashed with what was best for the environment?

 

Resources:

 

Themes:

  • Asian American/Asians
  • Crossing Cultures
  • Education and Life Lessons
  • Identity
  • Interfaith
  • Taking A Stand and Peacemaking
  • Workplace

Name Calling at Masonville Elementary: Hurtful Words Forgiven

 

Story Summary:

As a 4th grader, Sheila was given a new nickname – the “N” word – and that nickname led to an unlikely friendship, and down the road, led to forgiveness and reconciliation.

 

Discussion Questions:

  1.  Have you ever been called a derogatory name?  How did it make you feel? What did you do when called that name?
  2. Have you ever called someone a derogatory name?  How did that make you feel then?  How do you feel about what you said after hearing this story?
  3.  Finish this statement:  Forgiveness is…   Explain your answer.
  4. How can you make someone new to your school, church, club or organization feel welcome and at ease?

 

Resources:

 

Themes:

  • African American/Blacks
  • Bullying
  • Education and Life Lessons
  • Family & Childhood
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

Taming the Fire: A Black Heritage Search

[youtuber  youtube=’http://www.youtube.com/watch?v=PBy9kqmOwOA’]

 

Story Summary:

 One day an angry black teenage girl – Sheila – stormed into her History Class and demanded to know why she had never heard about black inventors. Her favorite teacher, who happened to be white, was faced with a decision, but in making that decision an entire classroom of students was changed and history was given more relevance.

 

Discussion Questions:

  1. Was Sheila right in demanding to be taught more about people in her heritage?  Why or why not?  Should her teacher have changed her curriculum?  Why or why not?
  2. What is an activist?  How do you think you can be an activist in your community?
  3. Have you ever read a book that made you want to learn more about its subject, or moved you to make a difference?  What was that book and what did it encourage you to do?
  4. What is your heritage?  Make a list of the people from your heritage that you have learned about in school.  Compare your list with other students.  Who do you know on their list?  Choose someone from another student’s list who you do not recognize and research them.

 

 Resources:

  •  Lazarus and the Hurricane:  The Freeing of Rubin ‘Hurricane Carter by Sam Chalton and Terry Swinton.  About a young man who finds a book that “calls” out to him, and through a series of letters and visits helps to free a wrongly jailed man.
  •  The Black Book by Middleton A. Harris, Morris Levitt, Roger Furman, Ernest Smith and Bill Cosby.  This is the actual book that Sheila read and is available in bookstores.
  •  50 American Heroes Every Kid Should Meet by Dennis Denenberg

 

Themes:

  • African American/Black History
  • Education and Life Lessons
  • Family & Childhood
  • Identity
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

A Black American Son’s Survival Lessons

 

Story Summary

A frantic call from Sheila Arnold’s son during his freshmen year in college turns into a moment to remember all that she had to teach him about growing up black, and, in turn, all he had also learned about crossing bridges in spite of people’s perceptions.

 

Discussion Questions:

  1.  Have you ever had someone treat you differently because of your color, sex, or religion?  How did it feel and how did you respond?
  2. Why do you think that people treat people differently because of color, sex or religion?  How do we help people to change?  Can legislation change the way we treat others?  Why or why not?
  3. Have you ever read a book that made you want to learn more about its subject, or moved you to make a difference?  What was that book and what did it encourage you to do?
  4. Do different groups sit together in the cafeteria at your workplace or school?  Do different people interact with each other?  If not, do you think people should mix at least part of the time? What can you do about it?

 

Resources:

 

Themes:

  • African American/Blacks
  • Bullying
  • Education and Life Lessons
  • Family & Childhood
  • Identity
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

Too Crazy to Know Better

 

Story Summary:

 Jay O’Callahan shares storyteller Sandra Harris’s story of her involvement in the Civil Rights struggle in Birmingham, Alabama in 1963.

 

Discussion Questions:

  1. Why do people get involved in the cause of justice?
  2. Who do you know who has taken a risk for justice?
  3. When has the government taken the side of injustice? Why would this happen and what actions have people taken to change the government’s position? What causes are people fighting for today?

 

Resources:

  •  Miracle in Birmingham, a Civil Rights Memoir – 1954-1965 by W. Edward Harris,
  • Eyes on the Prize: America’s Civil Rights Years 1954-1965, Public Television

 

Themes:

  •  African American/Black History
  • Civil Rights Movement
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

Miss No Name: Struggles for Justice

 

Story Summary:

 Jay shares storyteller Brother Blue’s (Dr. Hugh Morgan Hill) experience as an African American soldier in World War II in the Jim Crow South.

 

Discussion Questions:

  1. Have you experienced injustice?
  2. Tell of a time someone helped you when you were treated unfairly.
  3. What are the injustices in American society today?

 

Resources:

  •  Sayin’ Somethin’ Stories from the National Association of Black Storytellers, Copyright 2006.
  • The Autobiography of Malcom X, Random House Publishing

 

Themes:

  • African American/Black History
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking
  • War

The Bus: Traveling from England to India, with the Hells Angels

 

Story Summary:

 As the new Protestant Chaplain at the largest men’s prison in Maryland, Geraldine quickly realizes that the midweek Bible service has been overrun by the Crips – a violent, largely African-American gang – and that if something isn’t done quickly the Correctional Officers will close down the service. Going to the root of the problem, Geraldine meets with the head of Crips in her office, but she soon sees that as the two of them are so completely different she will have to establish some common ground before asking for his help with the problem. Will telling him a story of a thug-filled six-week bus trip from London, UK to Delhi, India, that she took decades before, be enough to win his trust? Can the midweek Bible service be saved?

 

Discussion Questions:

  1.  America has more people incarcerated than any other nation in the world (both in number and per capita).  Why do you think this is?
  2. According to an FBI report, in 2011 there were approximately 1.4 million people who were part of gangs, and more than 33,000 gangs were active in the United State.  These numbers have since grown rapidly. What do you think has happened in this country to allow gangs to flourish?
  3. What do you think that you as an individual can do about both of these problems? What do you think that we as a nation can do about both of these problems?

 

Resources:

  • The Outsiders by E. F. Hutton
  • The New Jim Crow: Mass Incarceration in the Age of Colorblindness by Michelle Alexander.

 

Themes:

  • Crossing Cultures
  • Living and Traveling Abroad
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

1966 Caracas, Venezuela: Day One of Junior High For An American Girl

 

Story Summary:

 Moving to Junior High school opens Angela’s eyes to a society and culture that she had been living in (Caracas, Venezuela), and yet one from which she was separate. Angela’s story tells a universal truth: we think we are the only ones telling ourselves “ We do not belong here.” That statement is what we have in common.

 

Discussion Questions:

  1. Were there times at school when you felt out of place?
  2. Who helped you and what specifically did they do? What kinds of things did you do to help yourself?
  3. How could you help others at your school, workplace, place of worship, neighborhood and so on feel that they belong?

 

Themes:

  • Crossing Cultures
  • Education and Life Lessons
  • Family and Childhood
  • Living and Traveling Abroad

Tipping the Scales

 

Story Summary:

 When camp started, tension was high between the Chinese kids and Black and Latino kids in Robin’s group. But over the summer, the children began to let their defenses down and make new friends. That is, until Daniela returned.

Discussion Questions:

  1. Have you ever been bullied? What happened?  How did you feel?  What did you do?
  2. Have you ever stood up for someone who has been bullied? What happened?
  3. Have you ever been a person who bullied others? Why?  What was going on for you?
  4. How would you handle a situation like the one in the story? Where would you stand?

Resources:

Themes:

  • Bullying
  • Crossing Cultures
  • Education and Life Lessons
  • Family & Childhood
  • Stereotypes & Discrimination
  • Taking A Stand and Peacemaking

Who Knows What Children Make of These Things?

[youtuber  youtube=’http://www.youtube.com/watch?v=jFv1EzIzTxg’]

 

Story Summary:

 In three short anecdotes, the teller (Milbre as a child) and her small daughter, Elizabeth, try to make sense of a world in which we are taught to fear “the Other”.

 

Discussion Questions:

  1.  Why did Milbre’s mother think that Milbre had put her friend, Debbie, in danger?
  2. Have you ever had to tell a younger child about the realities of racism and violence? How did you balance the concern for wanting to protect their innocence and the need to prepare them for some of the harsh realities of life?
  3.  What do you think of Elizabeth’s comment: “Even the bad guys and bullies can be painted on the mailbox”? Do you think this is just childish well wishing or is it possible to include everyone in our definition of family?

 

Resources:

  • Starting Small: Teaching Tolerance in Preschool and the Early Grades by Teaching Tolerance Project and Vivian Gussin Paley
  • Raising the Rainbow Generation: Teaching Your Children to Be Successful in a Multicultural Society by Dr. Darlene Hopson
  •  www.MulticulturalKidBlogs.com
  •  Milbre used these folktale collections to work on her longer show from which this video excerpt is a part:
  •  Peace Tales – World Folktales to Talk about by Margaret Read MacDonald
  • Tales from Afghanistan by Amina Shah
  • Arab Folktales translated and edited by Inea Bushnaq

 

Themes:

  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Stereotypes and Discrimination

Undocumented Journey: An Educational Dream Realized for Illegal Immigrants

 

Story Summary:

In 1972, Marsha worked for the Peace Corp in Jamaica. She became friendly with a neighbor woman named Yvonne. By casually mentioning the town she lived near – Montclair, New Jersey – Marsha set in motion a dream that Yvonne would sacrifice everything to fulfill. Although some would call her an “illegal immigrant” Yvonne accomplished the impossible.

 

Discussion Questions:

  1.  Why do you think Yvonne latched on to the idea of the importance of education for her children?
  2. One of Yvonne’s children went on to study medicine at Harvard. Do you think Yvonne and her husband felt their sacrifices were worth it? What did the U.S. gain by having Yvonne’s children well educated?
  3. Does the outcome of this story influence your thinking about “illegal immigration”?

 

Resources:

  •  One Hand Does Not Catch a Buffalo: 50 Years of Amazing Peace Corps Stories by Aaron Barlow
  •  The Dead Yard: A Story of Modern Jamaica by Ian Thomson

 

Themes:

  • Crossing Cultures
  • Education and Life Lessons
  • Family and Childhood
  • Immigration
  • Living and Traveling Abroad
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

Not By the Sword: How a Cantor and His Family Transformed a Klansman

 

Story Summary:

 In 1991 in Lincoln, Nebraska, a Jewish Cantor and his family were threatened and harassed by the Grand Dragon of the state Ku Klux Klan. Here is the remarkable story of how they dealt with the hatred and bigotry, and, in the process, redeemed a life. Based on the book, Not By the Sword: How a Cantor and His Family Transformed a Klansman, by Kathryn Watterson.

 

Discussion Questions:

  1. Is this a story about religious transformation or about how isolated people need caring relationships?
  2. What does this story say about the power of words and the means of spreading those words? How does anonymity protect the speaker? How do the cantor’s ‘public’ words spread his message?
  3. Would you have considered inviting the former KKK member to live in your home? How was the family able to open their door and their hearts to a man who had hurt so many?

 

Resource:

  •  Not By the Sword by Kathryn Waterson, Simon & Schuster, 1995; University of Nebraska Press, 2012.

 

Themes:

  •  Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Interfaith
  • Jewish Americans/Jews
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

My Long Hair

 

Story Summary:

 Motoko tells a story about her own experience of sexual harassment in Japan, how she was trapped into silence imposed by her culture, and how storytelling helped her break the silence and heal herself.

 

Discussion Questions:

  1.  As a teenager in Japan, Motoko had times when she did not feel safe. What kept her from feeling safe?
  2. Do you feel safe? What precautions do you take for your own safety?
  3. What can each of us do to help others feel safe and live safely?

 

Resources:

  • Like a Lotus Flower: Girlhood Tales from Japan by Motoko. (Audio CD,www.folktales.net; 2009)
  • Unbroken Thread: An Anthology of Plays by Asian American Women edited by Roberto Uno

 

Themes:

  •  Asian American/Asians
  • Bullying
  • Family and Childhood
  • Identity
  • Stereotypes and Discrimination

Cost of Racism

 

Story Summary:

 As Motoko raises her Japanese son in the U.S., she is reminded of prejudice against Koreans in her own country, and discovers the importance of the language we use to create the world we live in.

 

Discussion Questions:

  1.  How do prejudice and stereotypes affect your everyday life?
  2. Name instances when each of us can be both a victim and a victimizer.
  3. In what ways does language shape the way we think of others?

 

Resources:

  •  Tales of Now & Zen by Motoko. (Audio CD, www.folktales.net; 2006)
  • Diaspora without Homeland: Being Korean in Japan edited by Sonia Ryang (University of California Press; 2009)

 

Themes:

  •  Asian American/Asians
  • Bullying
  • Education and Life Lessons
  • Family and Childhood
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

Loving Someone Tall: A Conversation With My Father About Race

 

Story Summary:

When Laura fell in love with Kevin, she was certain her liberal family would love him, too. After all, he was smart, handsome, educated and kind; that his skin was a different color didn’t matter, right? Imagine her surprise when Laura and her father needed to negotiate his discomfort with her sweetheart’s differences.

 

Discussion Questions:

  1. What do you think Laura’s Dad felt during their conversation? What do you think Laura’s Mom thought?
  2. Do you think things are any easier for bi-racial couples today?
  3. What do you think Laura should have done when her parents were upset about the German man she was dating? Do you think her dad had a point?
  4. How would you feel if your child married someone of a different race or religion?
  5. Do you think Laura should have told Kevin about the conversation?

Resources:

 

Themes:

  • African American/Black History
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

No Aguantara

Story Summary:

 The differences were easy to see, Catholic/Jewish, Brown/White, Spanish-Speaking/English-Speak6ing, Mexican/American, rural/urban. When Carrie Sue and her fiancé decided to marry there were many who thought their relationship would not last long – including the representative from the U.S. Embassy in Mexico who was handling their Visa.

 

Discussion Questions:

  1.  What do you judge people on when you first meet them? Have you ever made a judgment about a person only to realize when you get to know them better that you were completely wrong about them? If so, did you discover anything about yourself?
  2. Do you think that we learn things about ourselves when we meet people who are different from us? Why do you think that?
  3. Many people, including the American Visa Clerk objected to Carrie Sue and Facundo’s relationship. Why do you think it mattered to the other people?
  4. Why do you think many were surprised that their families did not disapprove of the relationship?

 

Resources:

  •  In Their Own Words: Drama with Young English Language Learners by Dan Kelin – a resource for anyone working with 2nd language learners
  • The Earth Mass by Joseph Pintauro and Alicia Bay Laurel (Carrie Sue and her husband used a poem from this collection in their wedding ceremony and still try to follow its advice.)

 

Themes:

  • Crossing Cultures
  • Immigration
  • Languages
  • Latino American/Latinos
  • Living and Traveling Abroad
  • Taking A Stand and Peacemaking

Will You Please NOT Marry Me? – Adventures In Cross-Cultural Dating

 

Story Summary:

 When a single girl from Eastern Europe goes to the USA to study, she has to face certain assumptions made about green cards, marriages of convenience, and other things no one prepared her for. Culture shock comes in many shapes and sizes, and graduate school orientations never tell you what “the L word” really stands for…

 

Discussion Questions:

  1. What is a ‘marriage of convenience’ and why do people think it is beneficial for an immigrant?
  2. How would you describe marriage in your own culture? List marriage customs and traditions from other cultures that are different from yours and speculate about the reasons for these differences.
  3. What do we find out about the definition of ‘love’ from the story? What other definitions can you think of?

 

Resources:

 

Themes:

  • Crossing Cultures
  • European American/Whites
  • Identity
  • Immigration
  • Living and Traveling Abroad
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

Taylor Made Family: An Aunts Tale of Transracial Adoption

 

Story Summary:

 When Nancy’s sister adopts seven-year-old Taylor, aunt and niece find kindred spirits in each other. This story explores what makes us family and when the color of one’s skin does and doesn’t matter.

 

Discussion Questions:

  1.  Transracial adoption, while becoming more common, remains controversial. What issues can you imagine experiencing (or have you experienced) if you were adopted into a family that doesn’t look like you? How might it be different in an urban area vs. a rural area? How might it be different if the adoption is in infancy or as an older child? What are potential problems? What are potential benefits?
  2. How would you want your differences acknowledged and handled by your adoptive family? How could they support you, make you feel welcome, and find the balance of becoming part of the family while honoring the culture(s) of your birth? How can you imagine asking for what you need and want? What can you imagine a supportive, productive family meeting looking like?
  3. How would you want your friends/classmates to support you if you are (or were to be) part of a transracial, biracial or multiracial family? What are things they might say or do that would be helpful? What are things they might say or do that would be hurtful? How would you want them to ask you what you need/want in way that feel supportive? How could you bring it up to them?

 

Resources:

  •  In Their Own Voices, Transracial Adoptees Tell Their Stories by Rita J. Simon and Rhonda M. Roorda
  • Inside Transracial Adoption, by Gail Steinberg and Beth Hall

 

Themes:

  •  African American/Black History
  • Crossing Cultures
  • European American/Whites
  • Family and Childhood
  • Identity

Hamlet Goes to Jail: Life Changing Experiences that Occurred in 1959

 

Story Summary:

 The Chicago Public Schools were almost totally segregated in the 1950’s when Gwen’s participated in an accelerated English program and first integrated a South Side High School. She succeeded in getting an “A” in the class but had an encounter with the police that threatened to overshadow her academic accomplishments.

 

Discussion Questions:

  1. What were some of the factors that kept the city of Chicago from integrating its schools before the 1960s?
  2. Discuss some reasons why many young people endured hostility and violence to integrate schools and other facilities. How were they were able to overcome their fears?
  3. Why did Gwendolyn feel that she was representing her race when she attended the all white high school? Have you ever felt this kind of pressure?
  4. Have you, like Gwendolyn, made a decision to do something you know is not what you should? What were the consequences?

Resources:

 

Themes:

  •  African American/Black History
  • Crossing Cultures
  • Education and Life Lessons
  • Family and Childhood
  • Stereotypes and Discrimination

When Summer Came: Summer Vacations in the Segregated South

 

Story Summary:

 During the 1950s, Gwen’s mother, like many African American parents, ritually sent their children down south for the summer. Gwen remembers the rich experiences with her grandparents on the farm but also many painful and dangerous racist encounters which greatly impacted her.

 

Discussion Questions:

  1. Why would African Americans send their children back down South in the summertime, after they had left behind the discrimination and mistreatment they often endured while living there?
  2. Have you ever experienced or seen others experience racism or discrimination of any kind?  Describe the experience and how you reacted or coped with it.
  3. What are some ways that people can become advocates or builders of acceptance of others who are discriminated against in our society?

Resources:

  •  The Gold Cadillac By Taylor, Mildred (Ages 10 And Up.)
  • Born Colored: Life Before Bloody Sunday By Erin Goseer Mitchell. (High School)
  •  The Rosa Parks Story – DVD (2002)

Themes:

  •  African American/Black History
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Identity
  • Stereotypes and Discrimination

Soul Food in a Southern Swamp: Bumming Fish and Crossing Boundaries

 

Story Summary:

 After fishermen in the Okefenokee Swamp give Elliott two fierce looking mudfish, he finds himself on a hilarious cross cultural journey learning how to cook the fish, and later meets a number of challenges learning how to tell the tale.

 

Discussion Questions:

  1.  Is “good ole boy” an ethnic slur?
  2. What does food and traditional cuisine mean to people in different cultures?
  3. What is soul food?  What is a favorite food from your ethnic background?

 

Resource:

  •  Everybody’s Fishin’- A Cross-Cultural Fishing Extravaganza   CD by Doug Elliott

 

Themes:

  •  African American/Black History
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites

An African Native American Story

 

Story Summary:

 Many Africans and First Nations People bonded together during and after slavery in the Americas and in the Caribbean for protection, acceptance, friendship and love. As a result, many African descendants in these countries also share Native American ancestries. Mama Edie learns while watching old Westerns on TV with her grandmother, Nonnie Dear, a new perception of who the “good guys” or “bad guys” were.

 

Discussion Questions:

  1. Why does it matter that we learn to know and to love all of who and what we are?  What often happens to people who don’t?
  2. Does it really matter what we call ourselves?  If so, why?
  3. State two potentially lifelong benefits of knowing the history of your ancestors.  Can you feel or experience any of these benefits at work in your life today?  If so, which one(s)?

Resources:

  • Circular Thought: An African Native American Traditional Understanding by Nomad Winterhawk
  • Medicine Cards by David Carson and Jamie Sams (A non-fiction book explaining the wisdom that First Nations people have gained by the observation of animals, insects and other creatures of the North American continent.)
  • Tell the World!  Storytelling Across Language Barriers by Margaret Read MacDonald

 

Themes:

  • African American/Blacks
  • Crossing Cultures
  • Education and Life Lessons
  • Family & Childhood
  • First Nations/Native Americans
  • Stereotypes & Discrimination

Hauntings: Journey of an African American Teenager to a Southern Plantation

 

Story Summary:

 This is a true story of the writer and the haunting experience she had at age 13 on a southern plantation near an old tree by the side of the road.

 

Discussion Questions:

  1. Imagine ways by which the existence of slavery, with all of its imposed conditions and traditions legally ending over 150 years ago, might still be culturally, socially, politically and spiritually impacting the lives of Black people today.  Please describe.
  2.  What are some of the differences and similarities of how slavery and colonialism in general affected the lives of Black people in the US as compared to enslaved people in places such as Cuba, Brazil, Haiti, Trinidad, Mexico, Venezuela, Puerto Rico… and Africa itself, even to this day?
  3.  How can being a descendant of enslaved Africans – born in ANY country – affect the ways in which Black people see themselves and others outside of their cultures today?
  4.  How do you think Black people might feel when repeatedly over the years they hear, “Slavery?  Oh, that was so long ago.  Why don’t you people just get over it?”
  5.  Have you ever felt moved, affected or “haunted” by a person or situation that existed before you were even born?  If so, please describe this experience and how it affected or even continues to affect you to this day.

 

Resources:

  • The Book of Negroes, a novel by Lawrence Hill that describes the life of a young girl born into a Muslim family, living happily in a West African village.  While enjoying a walk with her father through the forest, showing off her ability to balance the Qur’an on her head, they come upon people who looked quite different than they do.  Little Aminata Diallo’s life was forever changed…
  • Pre-Colonial Black Africa, by Cheikh Anta Diop.  This book provides a comparison of the political and social systems of Europe and Black Africa from antiquity, demonstrating the African contributions to the formation of modern states and to the development of Western civilization.
  •  They Came Before Columbus, by Professor Ivan Van Sertima.  A journey through hard evidence reveals an African presence in North, South and Central America describing how Africans from the ancient empire of Mali came to these locations as merchants as early as 1311, prior to European arrivals and the slave trade.
  • When I Was a Slave: Memoirs from the Slave Narrative Collection, edited by Norman Yetman.
  •  The Souls of Black Folk, by WEB DuBois.  An inside look at how the spiritual tendencies of Black people have often contributed to both their strength and wisdom – before, throughout and beyond slavery – and yet a naiveté and trust in human nature that allowed for conquest.

 

Themes:

  • African American/Blacks
  • Family & Childhood
  • Stereotypes and Discrimination

Hot Chili and Crackers: A Racial Stew with Danger

 

Story Summary:

Mama Edie’s Black Theater Ensemble is invited to perform her original composition called “Metamorphosis” at a university in Iowa in 1970. After what had been a peaceful and joyful journey along the way, the ensemble members come to realize that Civil Rights had not yet fully taken root, not even in the north.

 

Discussion Questions:

  1.  Have you or has anyone in your family ever been in a situation where you felt not only unwelcome but in danger just because of the color of your skin?  If so, what was the situation and what was it like?
  2. If someone was being mistreated because of their so-called race, gender, religion or ethnic heritage, do you think that you could speak up for them?  If so, how would you go about it?  If not, why not?
  3. How can we turn the anger of a painful past into something life giving and productive?  What is the likely end result if we do not, if we don’t find within ourselves a place of peace?

 

Resources:

  • The Invisible Man by Ralph Ellison (A fictional tale of the mysterious journey into the experience of invisibility of an entire race of people.)
  • Black Like Me by John Howard Griffin – a non-fiction book, also produced as a film, that reflects on the experiences of a European/white American who disguises himself as an African American.
  • Of Water and the Spirit by Malidoma Patrice Some’

 

Themes:

  • African American/Blacks
  • Civil Rights Movement
  • Crossing Cultures
  • Education and Life Lessons
  • Stereotypes & Discrimination

My Brother’s Keeper: A Teenager Works to Free Manuel Salazar from Death Row

 

Story Summary:

 Can a teenager make an impact in a world full of injustice? Jasmin looks back at the roots of her involvement in social justice issues when she joined the cause to free the young Mexican-American artist, Manuel Salazar, who sat on death row falsely accused of killing a police officer.

 

Discussion Questions:

  1.  What forces in Jasmin’s life caused her to care about the young prisoner on Death Row named Manuel Salazar? Who played an important role in helping her to volunteer in the ways she did? Why did she choose Art and Theater as her vehicle for action?
  2. The play Jasmin and her group created encouraged people to sign a petition to support Manuel’s Freedom. What technical advancements exist today that were not available in the 1990’s that could help in creating civic action and discourse?
  3. This legal case had two clearly different narratives depending on whose perspective was being considered. Can you compare and contrast these different perspectives? How do we decide what’s “true”?

 

Themes:

  • Education and Life Lessons
  • Family and Childhood
  • Latino Americans/Latinos
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

To Live or Not to Live in La Villita, Chicago: A Latina Struggles with Civic Responsibility

 

Story Summary:

 Jasmin struggles with the decision of where to live: a culturally vibrant Mexican-American community that struggles with safety or a picturesque middle class neighborhood where her son might be the only brown boy on the block. How does this educated Latina seek out community? And how, as we grow older, do we stay true to our values of making a difference in the world?

 

Discussion Questions:

  1.  What are the pros and cons to Jasmin moving back to the La Villita neighborhood?
  2. Do you believe we have a responsibility to offer role models to others?
  3. How and why are Jasmin’s and her husband’s perception of the Mexican American neighborhood different? How do couple’s negotiate their cultural and other differences in respectful ways?

 

Resource:

  • Famous People of Hispanic Heritage: Contemporary Role Models for Minority Youth
  • by Barbara J. Marvis

 

Themes:

  • Crossing Cultures
  • Housing
  • Latino American/Latinos
  • Taking A Stand and Peacemaking

Small City, Big City: Opportunities Grow with More Diversity

 

Story Summary:

 A new workplace is sometimes like the first day at a new school. Differences aren’t accepted quickly, and sometimes differences can make a person feel completely isolated if they aren’t welcomed.

 

Discussion Questions:

  1. How could the new workplace environment been more welcoming to Shannon?
  2. What could Shannon have done to mesh better in the environment?
  3. Should workplaces be more diverse and reflect the surrounding community? Why?

 

Resources:

  • Makes Me Wanna Holler by Nathan McCall
  • Black Men Ski – Stew at TED –https://www.ted.com/playlists/250/talks_to_help_you_understand_r

 

Themes:

  • African American/Black History
  • Crossing Cultures
  • European Americans/Whites
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking
  • Workplace

A Voting Booth Built for Two: Election Enthusiasm from a Cuban-American Mom

 

Story Summary:

 The small Southern town where Carmen’s parents live is a-buzz with political acrimony. Carmen’s mother, Esther, a spunky octogenarian–– and Cuban refugee–– regards her right to vote a hard-won, American privilege. As she finishes casting her vote, she is more than happy to remind her husband, Carlos, of “their views” on local elections. Carlos’ reaction to his wife’s enthusiasm is a hysterical and poignant civics lesson for all who are lucky enough to be casting their vote at Rocky Springs Elementary School that day.

 

Discussion Questions:

  1.  How does a family’s history contribute to their daily lives?  What made this family so interested in voting?
  2. What are some of the choices this Cuban American couple made about how to live their lives?
  3. How does the humor in the story help us think about social justice?

Resources:

 

Themes:

  •  Immigration
  • Latino Americans/Latinos
  • Taking A Stand and Peacemaking

My Father the Whiz: A Cuban Refugee’s Response to Jim Crow

 

Story Summary:

 In 1964, Carmen’s father, a Cuban refugee, went to work at a steel manufacturing plant near Atlanta, Georgia. When, on the first day of work, he asked to take a bathroom break, he was faced with two choices: before him was a “white” bathroom . . . and a “colored” bathroom. Carmen’s father’s solution would foreshadow how this inventive man would ultimately teach his Cuban-American daughters that, in matters of conscience, we need not accept the only choices placed before us.

 

Discussion Questions:

  1.  In 1964 ‘white only’ and ‘colored only’ signs designated Southern public restrooms, water fountains, etc., and these divisions were legal. When Papi confronts the signs, he doesn’t protest their legality, but chooses a creative response.  When he says, “I did what any decent man would do,” what does he mean?
  2. How do you think the factory workers viewed their new colleague before the incident and after the incident? Do you think he continued to ‘whiz’ outside?
  3. How does the use of humor in this story help us look at a difficult social issue?

 

Resource:

  • Harvest of Empire: A History of Latinos in America by Juan Gonzalez

 

Themes:

  •  Crossing Cultures
  • Education and Life Lessons
  • Family and Childhood
  • Identity
  • Immigration
  • Latino American/Latinos
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

Fond Memories and The Jane Addams Project

 

Story Summary:

This story is a piece of history from the 1950’s.  It tells of affordable housing and living in a particular neighborhood and gives some insight into the different ethnic groups that make up some of our communities.

 

Discussion Questions:

  1. How does living among different ethnic groups affect individuals?
  2. When you hear the word housing projects who or what comes across your mind?
  3. Does this story give new insight into what living in the projects was like? Cite examples.

 

Resources:

  • Project Girl by Janet McDonald
  • Blue Print for Disaster: The Unraveling of Chicago Public Housing by D. Bradford Hunt
  • American Apartheid: Segregation and the Making of the Underclass by Douglas S. Massey and Nancy A. Denton

Themes:

  • African American/Black History
  • Family and Childhood
  • Housing
  • Stereotypes and Discrimination

Listening to My Neighborhood: A White Woman, Gentrification, and Belonging

 

Story Summary:

 A white woman moves into a rapidly gentrifying neighborhood with, initially, very little curiosity about the community that resides there. Her assumptions about what it means to belong are challenged.

 

Discussion Questions:

  1.  What does the storyteller’s phrase “understanding begins in misunderstanding” mean?
  2. Have you ever been in a situation where you were the only person who looked like you?  What did you do and what happened?
  3. What supports were needed in Julie’s neighborhood so that the long-standing residents didn’t feel misplaced or overrun and the new residents understood how they were perceived? What might everyone do to build bridges and create community?

 

Resource:

 

Themes:

  •  Crossing Cultures
  • European American/Whites
  • Housing
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

My Father’s Race Against Discrimination: Anti-Semitism in the 1930s Track and Field

 

Story Summary:

 Carol’s father is told he is not permitted to run on his college track team at the University of Pennsylvania. Two Jewish runners in the 1936 Berlin Olympics are not permitted to participate in the 400 relays. All three are Jewish and all three have the same coach.

 

Discussion Questions:

  1. In the story, Jesse Owens spoke up and told the coach, “Coach, I’ve won my 3 gold medals, I’m tired. Let Marty and Sam run.”  The coach pointed a finger at him and said, “You’ll do as you’re told.”  Why do you think the coach wanted the Black men to run in the Olympics but not the Jewish athletes? By deciding not to let Marty and Sam run, of what do you think Coach Robertson was afraid or resisting?
  2. What could Stanley’s teammates have said or done to enable Stanley to race in all the track meets in which he was not allowed to run? Would you have been willing to stand up against discrimination even if it meant not running for the team?
  3. The ending quote in the story by William Lloyd Garrison was important to Stanley.  How do you think its importance related to the discrimination he encountered?
  4. Do you think what happened to Marty Glickman and Sam Stoller could ever happen again in today’s Olympics?

 

Resources:

 

Themes:

  •  Crossing Cultures
  • European American/Whites
  • Identity
  • Jewish Americans/Jews
  • Taking A Stand and Peacemaking

Worn Out Blinders: A Soldiers Story After D-day in Normandy, France

 

Story Summary:

Talking about World War ll was hard for Carol’s father.  As a recipient of three Purple Hearts, he shares his story of anti-Semitism at boot camp, his sense of Jewish identity with a stranger in Paris and how he mentally stayed strong and survived the front lines by wearing “blinders.”

 

Discussion Questions:

  1.  Why do you think Carol’s father, and soldiers today may not want to talk about their experience during war?  Should we respect their silence or encourage them to talk?
  2. Carol’s father talked about wearing “blinders” to get through the hard times.  Have you ever had a time in your life when in order to move ahead, you had to “wear blinders?”
  3. The Red Cross volunteer handed out Mezuzahs and Crosses to the injured soldiers.  What comfort was she hoping to bring them from these objects?
  4. Carol’s father shares that his Sargent asked him to take off his helmet so he could see his horns.  Many commentators say that this myth of Jews having horns started with a mistranslation in the Bible.  Why do you think rumors and anti-Semitic myths are perpetuated today?
  5. St. Lo was flattened in one night and the writer Samuel Becker described it as “The Capital of the Ruins.”  Besides the physical city being destroyed, what other type of ruins exists from war?

 

 

  Resources:

 

Themes:

  •  Crossing Cultures
  • European American/Whites
  • Identity
  • Interfaith
  • Jewish Americans/Jews
  • Stereotypes and Discrimination
  • War

Mattie’s Story: From Darkness into the Light

 

Story Summary:

 After dreading spending the summer with her strong willed grandmother, a young Earliana learns the true strength in “black beauty”. She finds that no matter how different we may look, we all have the capacity to feel and, more importantly, be kind to one another.

 

Discussion Questions:

  1. Within a family, how do the (significant) adults teach a child to ‘look at’ or ‘see’ the world?  In this family how did the grandmother teach the child?  How did Miss Mattie teach the child?  Might the understanding have a different outcome?
  2. In the story there was emphasis on the color of the child’s face and neck, and on the contrasting colors of Miss Mattie’s skin. Is this a story about perceptions of skin color and race or is this a story about family?

 

Resources:

 

Themes:

  • African American/Black History
  • Education and Life Lessons
  • Family and Childhood
  • Identity

Guatemala 1993: When Hope Is Rekindled

 

Story Summary:

Susan takes her young adult sons to Guatemala to be inspired by the Catholic clergy, religious and lay people working for justice there. Her own idealism is challenged as she hears stories of the atrocities people are suffering because of Guatemala’s civil war. A moment of grace and wisdom from the Mother Superior restores her sense of hope and dedication.

 

Discussion Questions:

  1. What role do private agencies, such as churches, play in advancing the cause of social justice?  How much of their work is about poverty, how much about justice, how much about evangelism or are these ideas/situations completely enmeshed?
  2. When the nun says the children’s “future is very bright” and “We are doing something about the causes,” to what is she referring and do you agree?
  3. What cultural differences made this Guatemalan journey seem initially “hopeless” to this American storyteller? How did her perceptions change?

 

Resource:

 

Themes:

  • Crossing Cultures
  • Education and Life Lessons
  • Latino American/Latinos
  • Living and Traveling Abroad
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

A Window of Beauty: A Story of Courage from the Holocaust

 

Story Summary:

 Nancy tells an excerpt from “A Window of Beauty,” a story inspired by the experiences of a young girl, her remarkable teacher and their secret art classes in the Terezin Concentration Camp in Czechoslovakia during World War II. It is a tale of courage, friendship and the power of artistic expression to sustain hope and light the way during the darkest of times.

 

Discussion Questions:

  1.  The story of Friedl and Rutie tells of the deep relationship between teacher and student. One child described the experience of being in Friedl’s secret art classes in the concentration camp at Terezin: “Friedl. We called her Friedl.  Everything was forgotten for a couple of hours. We forgot all the troubles we had.” What was Friedl’s legacy as a teacher? What memorable teacher in your own life was a rescuer or a life changer for you?
  2. How does a human being survive a tragedy such as the Holocaust?
  3. In what way is artistic expression – the creation of poetry, art or music and so forth – a form of resistance against oppression? How does it compare to the uprising of the Jews in the Warsaw ghetto during WWII?

 

Resources:

  • I Never Saw Another Butterfly: Children’s Drawings and Poems from Terezin Concentration Camp, 1942-1944, 2nd edition, 1993.
  • Fireflies in the Dark: The Story of Friedl Dicker Brandeis and the Children of Terezin by Susan Goldman Rubin,
  • Art, Music and Education as Strategies for Survival: Theresienstadt 1941 – 1945 edited by Anne. D. Dutlinger

 

Themes:

  •  Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Jewish Americans/Jews
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking
  • War

Angels Watching Over Me: Transforming Years at St. Sabina School

 

Story Summary:

 During the Civil Rights Movement, Patricia’s family moved to the Auburn Gresham community on the south side of Chicago. Hers was one of the first African- American families to integrate the parish school. Over time, Patricia witnessed white friends quietly moving out of the neighborhood as they transferred to new schools. Before long, Patricia understands the meaning of “white-flight” and its effects. Fortunately, because of a few good angels, she was not severely hurt by the negative behavior surrounding her.

 

Discussion Questions:

  1. What are the social and emotional effects caused by the decision of whites to abruptly leave a school rather than to figure out how to make integration work?
  2. In what respect has integration failed and why is there still so much negative reaction to this practice?
  3. Time alone has not taken care of the race problem; what steps are needed to begin the healing process?
  4. Who are the people in your life, outside of family, who have been brave enough to stand up for what is right? What have they done to demonstrate their courage?

 

Resources:

  •  Remember: The Journey to School Integration by Toni Morrison
  • Through My Eyes by Ruby Bridges
  • Dear America: With the Might of Angels by Andrea Davis Pinkney
  • Both Sides Now: The Story of School Desegregation’s Graduates by Amy Stuart Wells

 

Themes:

  •  African American/Black History
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Housing/Neighboroods
  • Identity
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

Special Blends: A Youthful Perspective on Multi-Cultural, Multi-Ethnic Heritage

 

Story Summary:

 Amber, Misty, and Autumn – three multi-ethnic sisters – offer a sneak peek into their thoughts about self-identification. These storytellers also share a medley of emotional experiences about how they have sometimes been viewed by others. From skin color to hair texture, from humor to poignant reflection, these dynamic young women personify Dr. Maria P. P. Root’s, Bill of Rights for People of Mixed Heritage.

 

Discussion Questions:

  1. Should agencies require people of mixed heritage to check one box for their “race”? Why or why not?
  2. Does not choosing just one race imply that a person of multi-ethnic heritage is somehow denying any one part of his or her heritage? Explain.
  3. What are some challenges that may arise for multi-ethnic siblings?
  4. Some believe that since the number of people of mixed heritage has increased, that being “mixed” is no longer a “big thing”. Do you agree?

 

Resources:

 

Themes:

  •  African American/Black History
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Identity
  • Jewish Americans/Jews
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

Unsung Hero: How My Uncle Was Saved from the KKK

 

Story Summary:

 Sadarri retells a story of heroism that her mother, Rose, remembered as a child. The story takes place in Holly Springs, Mississippi in the late 1920’s when Sadarri’s Uncle Carl was set to be lynched for “speaking out of turn”. This story is about the unlikely hero who saved the life of Carl Esko Lucas who was truly a Black man dead and resurrected from the dust.

 

Discussion Questions:

  1.  What effects did the jailing of Carl and the actions of the KKK have on his family?
  2. Why is the story called Unsung Hero?
  3. Was the deputy the only hero in the story? Explain. What does being a true hero mean to you?

 

Resources:

  • They Called Themselves the KKK by Susan Campbell Bartoletti
  • Getting Away with Murder: The True Story of the Emmett Till Case, (By Chris Crowe)
  • Simeon’s Story: An Eyewitness Account of the Kidnapping of Emmett Till
  • (By Simeon Wright and Herb Boyd)
  • Online Resource: http://www.myhero.com/go/home.asp

Themes:

  •  African American/Black History
  • European American/Whites
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

DIWALI — From Darkness to Light, Hindus in America—Happy New Year!

 

Story Summary:

 A Goddess inspired story of the adversities faced and overcome by Archana’s family as they move form India to America. This is a story of identity, assimilation and race relations that ultimately honors different paths of healing and different religions. Overcoming health issues and life and death challenges, from Darkness to Light describes the embodiment of the Indian festival of Lights/Diwali that welcomes in the “new” in each and every one of us in a beautiful way.

 

Discussion Questions:

  1.  What other cultures include goddesses and talk about embodying the goddess energy? What does that mean?
  2. What is Diwali and what do people do on that day?
  3. What are some ways we can practice religious inclusion: as an individual, as a school or workplace and as a nation?

 

Resources:

 

Themes:

  •  Asian Americans/Asians
  • Crossing Cultures
  • Family and Childhood
  • Interfaith

A Crack in the Wall: Moving Beyond Racial Conditioning

 

Story Summary:

 In A Crack in the Wall a white man has an experience at a copy shop that causes him to examine the negative impact racial conditioning has had on him. He is disturbed when he realizes that he has been indifferent to the historical suffering of African Americans, and he becomes painfully aware of his subconscious denial and patronizing attitude towards them.

 

Discussion Questions:

  1.  How is it possible for a white person to be unaware of systemic unjust treatment of African Americans?
  2. Discuss how racial conditioning can cause white Americans to deny the systemic injustice that for African Americans is all too real.
  3. Why is being treated in a patronizing way so devastating?
  4. What are the rewards of connecting cross-racially?

 

Resources:

  • Savage Inequalities, Death at an Early Age and The Shame of a Nation by Jonathan Kozol
  • Honky by Dalton Conley
  • True Colors – ABC Prime Time Live 1994
  •  Longing: Stories of Racial Healing by Phyllis and Gene Unterschuetz

 

Themes:

  •  African American/Black History
  • Civil Rights Movement
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

Images: How Stereotypes Impact Racial Conditioning

 

Story Summary:

Images is a white man’s reflection about the powerful and debilitating impact of the disparaging imagery that has been historically used to shape the perception of African Americans as dangerous. While he realizes that his mistrust of African Americans was formed by racial conditioning since childhood, as an adult his conscience is burdened by the knowledge that he caused others pain when he displayed that conditioning in cross-racial interactions. He vows to make a change.

 

Discussion Questions:

  1.  Why have disparaging images been used to discredit African Americans throughout the history of the United States? How might those images impact a person’s self esteem and his/her ability to gain access to the benefits of society? Cite some examples from our history.
  2.  Why are disparaging images so injurious? Is it possible to free oneself from the harmful influence of disparaging images? How? What particular strength is needed to overcome the power of disparaging images?
  3. Do you think disparaging images played a role in the deaths of Trayvon Martin, Michael Brown and other unarmed young black men in recent years? How do disparaging images impact a person’s sense of freedom?
  4. At what point in one’s life does ignorance fail to be a valid excuse for hurtful thinking and behavior towards others?

 

Resources:

  • Documentary: Ethnic Notions – California Newsreel 1987
  • Book: Black Like Me by John Howard Griffin
  • Book: Between the World and Me by Ta-Nehisi Coates
  • Book: Longing: Stories of Racial Healing by Phyllis and Gene Unterschuetz

 

Themes:

  •  African American/Black History
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Stereotypes and Discrimination

The Promise: A Lesson in White Privilege

 

Story Summary:

 What happens when the warm connection between a black woman and a white woman is broken by insensitivity and unconscious white privilege? Are courage, honesty, forgiveness and hope enough to heal the separation? This true story is based on the chapter “The Promise” in the book Longing: Stories of Racial Healing by Phyllis and Eugene Unterschuetz, © Bahá’í Publishing 2010.

 

Discussion Questions:

  1.  Why do you think Kathryn and Georgia chose to tell Phyllis about the things they had to teach their sons?
  2. What might have caused Randa, the waitress in the story, to withdraw so suddenly after Phyllis promised that things would “get better”?
  3. What does Phyllis mean when she asks, “Is this one of the elements of white privilege – having the option to know the truth and then forget it because it doesn’t apply to my life?” What are some other elements of white privilege?
  4. What do you think happened in Randa’s mind or heart that allowed her to respond as she did to Phyllis’s apology?

 

Resources:

 

Themes:

  •  African American/Black History
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

Learning Long Division and White Superiority from My “Sweet” Third Grade Teacher

 

Story Summary:

 In the early 1960s, at a time when the hierarchy of race was evident in much of the country, a Black student feels relief to encounter a White teacher who operates without apparent bias. However, as the school year progresses, the student discovers that, in spite of her kind heart, his teacher unknowingly perpetuates White superiority by unselfconsciously promoting cultural and social standards that are rooted in “White” cultural and social norms; norms that might have worked for her, but not for everyone. It’s a lesson that is even more valuable for today’s “colorblind”, “post-racial” society.

 

Discussion Questions:

  1.  One of the major points of this story is that in the United States “Whiteness” acts as an invisible, unspoken, socially unacknowledged set of cultural, political, educational, etc. standards by which we all are forced to live. Since those standards aren’t talked about, they are perceived to constitute a neutral, normal, and (if you are White) benign quality of life. As the story relates, that doesn’t work for everyone.
  2. Try this: If you self-identify or are socially identified as “White” – Over the next day, without forcing the issue, try to make a mental note of how many “White” images you see versus images of everyone else. Look for things like “White” mannequins in stores, “White” people on product labels, images of “White” people in books and magazines, on medical charts and TV shows, in ads on billboards and buses. Before hearing the author’s story, were you ever self-conscious of those things?
  3. To read and do: Roger Bannister is credited with being the first man to run a mile in under four minutes. Matthew Henson is purported to be the first man to reach the summit of the North Pole. Read a book or a few of the numerous online accounts of each of these men’s lives. Why do you suppose absolutely none of the literature on Bannister ever calls him the first “White” man to run a sub four-minute mile? In contrast, why do you suppose all of the literature on Henson calls him the first “Black” (or African-American) man to reach the North Pole?
  4.  Did you know? . . .  The first woman in space (1963) was Russian Cosmonaut, Valentina Tereshkova. Twenty years later, the first American woman in space was Sally Ride. Consult a variety of sources and read their stories . . . Notice that there is absolutely no mention in any of their histories about them being “White”.  The first Black woman in space was Mae Jemison in 1992. The first Latina in space, in 1993, was Ellen Ochoa. The first Japanese woman in space was Chiaki Mukai in 1994. Consult a variety of sources and read about them. Notice that every single account of their stories mentions their “race”. To what do you ascribe these different treatments?

 

Resources:

  •  The Right Hand of Privilege by Steven Jones, PHD. jonesandassociatesconsulting.com. Jones & Associates Consulting, Inc.
  • Privilege Revealed: How Invisible Preference Undermines America by Stephanie M. Wildman (Introduction, Chapter 1Making Systems of Privilege Visible”, and Chapter 7 “The Quest for Justice: The Rule of Law and Invisible systems of Privilege”
  • Understanding White Privilege from the Teaching/Learning Social Justice series (Chapter 2 “What’s In It For Us: Why We Would Explore What it Means to be White”)
  • Anti-Bias Curriculum: Tools for Empowering Young Children by Louise Derman Sparks and the A.B.C. Task Force
  •  Beyond Heroes and Holidays: A Practical Guide to K – 12 Anti-Racist, Multicultural Education and Staff Development by Lee, Mankart, and Okazawa-Rey
  • Eight Habits of the Heart by Taulbert Clifton

 

Themes:

  •  African American/Black History
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Identity
  • Stereotypes and Discrimination
  • Workplace

The Spark of the Jew

jerry-story.
Over centuries, Jews have created a vibrant folklore—a rich body of stories that reflect the humor, heart, wisdom, and pain of a remarkable group of people on the path of an extraordinary history. Keeping alive this tradition are modern storytellers like Gerald Fierst, whose stories speak to the wonder, joy and sorrow of growing up Jewish.

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For Fierst, the approach of the High Holy Days always stirs vivid memories of childhood. Rosh Hashanah marks the beginning of the Jewish New Year, a day on which Jews look back over the past year and forward to the year to come. It’s followed a week later by Yom Kippur, the Day of Atonement. As a child, Gerry hated these “Days of Awe,” which required fasting, prayer, and owning up to one’s failings, petty jealousies and transgressions.

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But at the conclusion of the Day of Atonement, the ram’s horn—the shofar—is blown in the synagogue to announce the new year. With that, the slate is wiped clean and the fast is broken.

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The sound of the ram’s horn inspires in Fierst a powerful sense of wonder, and a deep feeling of connection to the lives and faith of his ancestors. “It sounds the sounds of the ages. It’s the sound of Moses coming down the mountain, the sound of the children of Israel leaving Egypt, the sound of Abraham, the father of all three of our religions.”

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The High Holy Days also bring memories of loss and sorrow. Each year when the new year comes, Fierst attends the memorial service for the dead in remembrance of his mother. Again, he waits for the ram’s horn to be blown. And that sound calls to mind a conversation Fierst had with his mother when he was a little boy. He wondered aloud what happens to people when they die, “what happens to the life force, the energy?” His mother answered, “A little bit of us goes to everyone we love.”

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And that reminds Fierst of a Yiddish expression: “the spark of the Jew.” Though he may not be an observant Jew or follow all 613 commandments, “the spark that my parents put inside of me, it lives.”

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Storytelling, according to Hasidic teaching, is a holy activity equal to Torah study or prayer. For storytellers like Gerald Fierst, it’s a way to retain the heart of traditions, and to stay connected to his ancestors, faith and community.
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THE OTHER BLOCK

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THE OTHER BLOCK

erica

A short story told by
professional storyteller
Erica Lann-Clark

Easily identifiable, Erica Lann-Clark tells of childhood dreams and friendships. We all have that special friend whom we were so close to in our youth. The one with whom we shared secrets and time. Ms. Lann-Clark discloses a story of her close childhood friend, Miriam. Both being Jewish and from neighboring blocks, these girls shared a bond of friendship that allowed Ms. Lann-Clark to grow in her understanding of her own Jewish heritage. Not having the devoutness that Miriam possessed, she was fascinated with the orthodox practices of her friend. She relished the opportunities to discuss and experience being Jewish in the fullest sense.

Listen and relate to the innocence of childhood, and to the closeness of having a good friend. Cherish the memory of that special friend of your youth, but recognize that childhood friends rarely extend beyond adolescence. They do, however, last forever in our recollections and make us smile with fondness.

Listen and learn from this beautiful story:

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See many other short free videos like this
one on the Showcase Page of this site.
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Searching for My Appalachia: A Modern Jack Tale

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SEARCHING FOR
MY APPALACHIA:
A Modern Jack Tale

kevin-cordi

A short story told by
professional storyteller
Kevin Cordi

Its hard not to picture the stereotypes associated with terms like “redneck” or “hillbilly.”  These stereotypes are often the butt of many jokes.  But like any stereotype, these are often labels unfairly placed on people. In his story, Searching for My Appalachia: A Modern Jack Tale, Storyteller Kevin Cordi takes a closer look at his mountain roots thanks to a chance encounter with a modern day “redneck.”

Having spent time in the mountains of West Virgina as a child, Cordi is no stranger to the Appalachian tales of a silly hillbilly, Jack, who sealed up the northwest winds or climbed a beanstalk in search of his fortune.  To Cordi, being called a hillbilly simply meant holes in your overalls.  But when he shares this with his mother she states that he shouldn’t make fun of people or let what people call him determine his future. It is not until years later when he moves away and gains employment as a traveling salesman that Cordi learns who he really is and can take pride in his mountain heritage.

In this chance encounter, Cordi meets someone others classify a “redneck.”  Puzzled by the reluctance and fear of others to connect with the so-called “redneck,” Cordi knocks on the door and begins a short conversation with a very pleasant man named Jack.  Jack explains to Cordi about the nature of the term redneck and states, “When did dirt and hard work become something bad?”  It is then that Cordi suddenly realizes that stereotypes exist because it is easier to be afraid of someone “different” rather than to see them for who they really are.  And in that moment, Cordi realizes that he’s now found his fortune and longs to go back home.

This touching story demonstrates that while stereotypes may be part of society, we must be ready and willing to peel back their layers to get to know the real person who is often hidden behind them.

Watch this revealing story that shows that people are so much more than labels:

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See many other short free videos like this
one on the Showcase Page of this site.
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SCHOOL SPIRIT

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SCHOOL SPIRIT

erica

A short story told by
professional storyteller
Erica Lann-Clark

 

Who amongst us has not ached to fit in with our peers, to belong? Acceptance and rejection are universal experiences for everyone. We all long to connect with others and try desperately to avoid the chill of being rebuffed. In “School Spirit,” Erica Lann-Clark recounts her personal story of rising to the occasion when she feels the sting of rejection that so often defines adolescent angst.

Setting the stage for viewers, Ms. Lann-Clark shares a bit of her Jewish background proudly. We identify with her need for peer acceptance, nod along as we recognize the pain of humiliation when she is snubbed, and celebrate with her as she puts words into actions and delivers a powerful message of leadership.

May we all show our school spirit by wanting the best for our world, and not settling for the status quo. Rise to the occasion, and let your voice be heard.

Watch this touching story that encourages a more unified society:

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See many other short free videos like this
one on the Showcase Page of this site.
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I AM SOMEBODY

video-of-the-month

I AM SOMEBODY

linda
A short story told by
professional storyteller
Linda Gorham

 

Reflecting on her family, storyteller Linda Gorham raises powerful images in celebration of her ancestors in “I Am Somebody.” Told in a relatable and interesting manner, Linda easily engages the listener with her words.

From a proud and determined father to a strong and devoted mother to a dedicated and intelligent grandfather, Linda shares bits of her life and family with listeners. As the story continues, it is clear that family has made her who she is. It is clear that family is most important to her.

As we celebrate Black History this month, Linda Gorham reminds us that the gifts of our own family and family tree evoke gratitude, whatever our ethnicity or identity.

Take time to reflect upon your own family and values. As Linda states in her telling, “We are all a product of those who came before us, and we are the preparation for the future.”

Linda Gorham is an engaging storyteller who regales listeners with poignant stories of her life. She believes that there are no limits to what people can achieve. Storytelling to adults and children alike, Linda is drawn to the power of story. She enjoys the creativity involved in her work, and thrives on the challenge of storytelling.

 

Take a moment to be touched by this beautiful tribute to family:
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I Am Somebody

 

Be moved by some of the other storytellers in our free line-up on our Showcase Page.

YOU NEVER KNOW WHAT THE ENDS GONNA BE

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YOU NEVER KNOW WHAT
THE END’S GONNA BE

diane
A short story told by
professional storyteller

 

Misunderstood. Judged. Unwanted. Who among us has not experienced these feelings in life? Who among us hasn’t felt insecure?  Teenagers and young people are especially prone to these unavoidable wounds in life.  They are especially able to connect to these feelings because they so want to fit in with their peers. They experience these feelings as they interact with peers and develop friendships in the close environment of school, as well as in their dealings with adults.

In Diane Ferlatte’s story “You Never Know What the End’s Gonna Be,” Diane shares with listeners a very relatable experience from her own life. This event touched on feelings we all experience: misunderstood, judged, and unwanted.

Marrying a man of a different race from herself left many obstacles to overcome with Diane and her new mother-in-law. The highs and lows changed how the family connected and communicated with each other.

In this story, she offers a message of caution so that we can all benefit from her life lesson. Take what you’re given in life, because you never know how long it will be yours to have. That’s a caveat we all can appreciate.

Listen and learn from this touching story:
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You Never Know What the Ends Gonna Be

 

Be moved by some of the other storytellers in our free line-up on our Showcase Page.

A Gift from Refugee Children

 

Story Summary:

 Charlotte Blake Alston and colleague, Steve Tunick, chaperone 12 African and Jewish American teenagers who seek common ground through a cultural immersion abroad in Senegal in Africa. An unanticipated diversion led the group to an encampment of recently expelled or escaped indigenous Mauritanians. Were Charlotte and Steve making a big mistake allowing the students to witness and be among poor, desperate people at such a low and vulnerable moment of their lives? Would the presence of Americans in the refugee camp contribute to increasing tensions between Senegal and its slave-holding northern neighbor, Mauritania? Adults and students alike receive a profound lesson about our common humanity from a group of children whom they had perceived to be the least likely to offer insight.

 

Discussion Questions:

  1. What lessons have you learned in unexpected places from those you considered the least likely teachers?
  2. What encounter or experience resulted in a complete shift in your perspective or caused you to let go of long and firmly held assumptions, beliefs, ideologies, and their accompanying behaviors?
  3. In what ways do you consistently manifest your deepest understandings about life and humanity in your life, your work, your activism, your one-on-one interactions with all whom you encounter?
  4. How do you think you’d survive if you suddenly had to leave your home? What would you try to take with you? Who would you most rely on?

 

Resources:

  • The Ignored Cries of Pain and Injustice from Mauritania by Sidi Sene
  • Mauritania (Cultures of the World) by Ettagale Blauer

 

Themes:

  • African American/Black History
  • Crossing Cultures
  • Education and Life Lessons
  • Living and Traveling Abroad
  • Taking A Stand and Peacemaking

America, The Land of Miracles

 

Story Summary:

 Noa grew up in Jerusalem, where America was the most exotic place other than Mars. In the 5th grade, Noa’s family left their home in Israel. She arrived in America speaking very little English. But miracles do happen…

 

Discussion Questions:

  1.  Have you ever been a foreigner in a country where you didn’t speak the language? What were some of the strange or incomprehensible things you encountered? What was funny, scary or most difficult?
  2.  Do you know anyone for whom English is a second language? Can you imagine what it would feel like to not understand everyone around you?  What are some things that you can do to help them feel more connected and welcomed?
  3.  Besides words, humans use many non-verbal ways to create and convey meaning. Discuss the ways we communicate meaning other than spoken words? What impact does our tone of voice, facial expressions and attitude have on our words?
  4.  Different cultures have different communication norms. What do you think are some of the norms that we have in America? Are there certain phrases or gestures that every culture uses?

 

Resources:

 

Themes:

  • Crossing Cultures
  • Education and Life Lessons
  • Identity
  • Immigration
  • Jewish Americans/Jews
  • Languages
  • Living and Traveling Abroad
  • Taking A Stand and Peacemaking

City of Hope:

The 2011 Occupy Movement Looks at the 1968 Poor People’s Campaign

 

Story Summary:

 In 2011, Sue meets a group of young people at an Occupy Chicago demonstration who are unaware of activists’ movements in the past that occupied public lands. Sue shares the story of The 1968 Poor People’s Campaign – Dr. King’s last crusade that was carried on after his death in 1968.

 

Discussion Questions:

  1.  What do the two movements – the 1968 Poor People’s Campaign and the 2011 Occupy Movement – have in common? How are they different?
  2. Why did Dr. King want the mule train to start in Marks, Mississippi? Why did he expand his involvement in the Civil Rights Movement to include all poor people?
  3. Has the Occupy Movement had an influence in politics and media? (For instance, Bernie Sanders presidential campaign and movies such as The Big Short)
  4. Is there any cause that you would camp out for in order to express your feelings and ideas?

 

Resources:

  • The 99%: How the Occupy Wall Street Movement is Changing America by Clara Blumenkranz and Keith Gessen
  • Marks, Martin and the Mule Train: The Origins of the 1968 Poor People’s Campaign by Hillard Lawrence Lackey

 

Themes:

  • Civil Rights Movement
  • Education and Life Lessons
  • Taking A Stand and Peacemaking

A Father’s Gift

 

Story Summary:

 In 1965, there was a war between India and Pakistan and Bilal wanted to know “Why is there all this hate?” This is the true story of a special gift Dr. Bilal Ahmed, a Pakistani Muslim, received from his father when he was thirteen. He offered his story as a gift to storyteller, Noa Baum, to shape and retell and, now, having told it to you, she hopes you will pass it on.

 

Discussion Questions:

  1.  How important was the father’s gift to his 13-year old son? How many years before the son really understood the conversation?
  2. The child did not want to go into the dim, old-smelling room. As a metaphor, the room can stand for how difficult is it to tackle issues of social justice and bring them into the light. How important is it to talk about difficult subjects? What are the risks? What are the rewards?
  3. How important is it for each person to demonstrate leadership in the social action arena? What keeps us from acting?

 

Resource:

 

Themes:

  • Education and Life Lessons
  • Living and Traveling Abroad
  • Muslim Americans/Muslims
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking
  • War

How Do You Say Blueberry in Spanish?

 

Story Summary:

 Antonio explores the challenges and joys of trying to raise a bilingual child. As anxious new parents, Antonio and his wife ask, “Are two languages better than one?” and find humor along the way.

 

Discussion Questions:

  1. Why did Antonio and his wife begin to doubt their choice of raising their son to be bilingual?
  2. What is the advantage of speaking more than one language?
  3. Two-way Immersion (TWI) classes or bilingual immersion classrooms are springing up in many urban/suburban communities where people new to America settle. What used to be a rare challenge for the public schools has become mandatory. Also, many English-only speakers want these programs because parents understand that their children’s world is much more global than the world in which they grew up. Would you put your child into classes that teach core subjects in a language other than English?

 

Resource:

 

Themes:

  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Identity
  • Languages
  • Latino American/Latinos
  • Taking A Stand and Peacemaking

Memorial: Youth Violence Then and Now

Part 1:

 

Part 2:

 

Story Summary:

 Susan O’Halloran attends a Chicago Memorial service in November of 2011 for children who have died through violence. Being at the Memorial sparks a high school memory for Susan of going to a youth conference in 1965 and meeting Cecil, an African American teenager, who became Sue’s friend. One evening, in 1967, Sue receives a phone call that changes everything.

Being at a Chicago Memorial service in November of 2011 for children who have died through gun violence sparks memories for Susan O’Halloran of people she has lost. At the end of the service, the congregation moves into the streets to plead for peace as everyone asks the continuing questions: Will the violent deaths of young lives end? When? And what is our part in ending violence?

 

Discussion Questions:

  1. What are the causes of violent deaths in America? People are always responsible for their own actions, but how does America’s legacy of segregation and discrimination play into violence?
  2. Are you for more restrictions on guns? More policing? How would greater educational and job opportunities affect violence?
  3. If you could be Mayor of a large U.S. city, what would you do to curb violence?
  4. Do you believe as Sue says that “these are all our children”? Why would someone in one part of a town be concerned with what happens in another part? How are we connected to one another? How does violence affect even the more “peaceful” parts of town?
  5. Sue remembers that she was directly touched by violence. What affect has a young person’s death had on you?

 

Resources:

  • The New Jim Crow: Mass Incarceration in the Age of Colorblindness by Michelle Alexander and Cornell West
  • Youth Violence: Theory, Prevention and Intervention by Kathryn Seifert, PhD

 

Themes:

  • Asian Americans/Asians
  • African American/Black History
  • Crossing Cultures
  • European American/Whites
  • Family and Childhood
  • First Nations/Native Americans
  • Latino American/Latinos
  • Taking A Stand and Peacemaking

Mr. D’s Class

 

 

Story Summary:

 Thirty teenagers from twenty countries, one Jewish teacher, and one Cuban-Irish-American storyteller (story artist, Antonio Sacre) set out to publish a book of writing in one of the poorest and most challenging high schools in Los Angeles. Will fear and distrust stop the project before it begins, or will they stand together?

 

Discussion Questions:

  1.  Why did the class attitude and atmosphere change when students started sharing their own stories?
  2. Why was it important for the students to have the experience of their lives being witnessed and appreciated by others?
  3. What difference do you think the publication of their stories made to the students that year and the years that followed?

 

Resources:

  •  The Situation and the Story: The Art of Personal Narrative by Vivian Gornick
  •  The Power of Personal Storytelling by Jack Maguire

 

Themes:

  •  Crossing Cultures
  • Education and Life Lessons
  • Identity
  • Latino American/Latinos
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

On the Bus: Saved By an Angel

 

Story Summary:

 A woman tells Jon the story of how when she was a girl a perfect stranger saved her from arrest and worse. The woman left before Jon could ask her more, but her story says that this could happen anywhere and at any time. Any of us may be called to help another.

Discussion Questions:

  1.  Brainstorm a list of things you can do for others that shows kindness.
  2. When have you been afraid? What did or could someone have done to alleviate your fears?
  3. Why did the perfect stranger on the bus protect the young girl? Would you have done similarly?

 Resource:

 Themes:

  •  Education and Life Lessons
  • Family and Childhood
  • Living and Traveling Abroad
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

School of Invisibility

 

Story Summary:

 When Charlotte Blake Alston accepts a teaching position at a private Quaker school, she expects she’ll finally become part of an educational institution committed to respect and equality for all members of the school community. But true equity comes with awareness, sensitivity and diligence. The School of Invisibility illustrates how cultural conditioning can creep into even the most “inclusive” school environment.

 

Discussion Questions:

  1. What do Quakers believe and what is their history in the United States?
  2. We can have good intentions yet have a very different impact on others. When have you unconsciously discriminated against others? When have you felt left out or treated as if you weren’t as good as someone else?
  3. How do you show respect and create a sense of equality with others?

Resources:

 

Themes:

  • African American/Black History
  • Education and Life Lessons
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

Take Me To Your Leader

 

Story Summary:

 Can you see antennas on this middle aged white woman? “Aliens” (the word used for people from other countries) come from places other than Mars. During the McCarthy witch-hunts (a period of anti-communism intensity), the Cold War and the Space Race, we all learned to “blend” our ethnic identities.

 

Discussion Questions:

  1.  Why was Yvonne’s family able to legally become naturalized citizens while other people came to the U.S. as “illegals”?
  2. How old do you think Yvonne needed to be before she understood what it meant to become a U.S. citizen?

 

Resource:

  •  The Irish in America by Michael Coffey

 

Themes:

  •  Crossing Cultures
  • European American/Whites
  • Family and Childhood
  • Immigration
  • Living and Traveling Abroad

The Restaurant Story: A French American Becomes More Visible

 

Story Summary:

 As Franco-Americans from Quebec assimilated into the larger Anglo culture in the United States, they became, as a result of that effort, more “invisible.” The story that Michael tells, as Jean-Paul Boisvert, shows a couple’s resistance to that “invisibility.”

 

Discussion Questions:

  1. Do you know when “your people” came to the United States? If you do not, is it because, in their effort to assimilate, they also became “invisible”?
  2. Were “your people” able to assimilate successfully? Or did they accommodate to the Anglo culture to the point where they became “invisible”?
  3. Did your grandparents or parents ever speak a language other than English? Were they able to learn English and also continue to speak their “native” language even if it was a dialect of the language rather than the “standard” version?
  4. Have you ever had to “bite your tongue” to fit in, or assimilate into a culture? Do you think it was wise of the narrator of the story not to “bite his tongue” and speak up?

 

Resources:

  • The Franco-Americans of Lewiston-Auburn by Mary Rice-DeFosse and James Myall, The History Press, Charleston, S.C. 2015.  (A lively exploration of the challenges of the French-speaking immigrants from Canada who came to work in the textile industry.)
  • The First Franco-Americans by C. Stewart Doty, The University of Maine Press, Orono, ME 1985. (Well edited New England Life Histories from the Federal Writers’ Project.)

 

Themes:

  •  Crossing Cultures
  • European American/Whites
  • Identity
  • Languages
  • Taking A Stand and Peacemaking

Vietnamese Refugees: An American Immigration Story

 

Story Summary:

 The true story of a Vietnamese teenager who makes it to America after a harrowing boat journey and refugee camp. At a commemorative storytelling event honoring Vietnamese Americans, Sue witnesses the transformative power of story as this young man shares his American immigrant story. The community of listeners that storytelling creates makes a new country feel like home.

 

Discussion Questions:

  1.  America and Canada represent a moral ideal for some people in other parts of the world. What is that ideal?
  2. Even in miserable surroundings people seek friendship; what does this say about our human need for connection? Neal and Tom were friends, yet Neal had no idea of his friend’s torment. How do we choose what to share and what to keep private from our friends?
  3. Why had Neal had not told Tom’s story before the storytelling workshop? How did it help him to share his story?

 

Resources:

 

Themes:

  • Asian American/Asians
  • Crossing Cultures
  • Family and Childhood
  • Identity
  • Immigration
  • Living and Traveling Abroad
  • Taking A Stand and Peacemaking
  • War

A Yiddish King Lear

 

Story Summary:

 A Yiddish King Lear is about hard choices, hopes, dreams, racial persecution, and love! It tells of the moment Judith realized that her grandfather, Oscar Markowitz, an actor in the Yiddish Theatre at the turn of the 20th Century was her role model as a Storyteller. Remembering her grandfather’s background, gave her the courage to pursue her dreams. A Yiddish King Lear is set in the emotional, artistic and actual geographic crossroad of Second Avenue in New York City in the early 1900’s and in the 1970’s.

 

Discussion Questions:

  1.  Who in your family is an unsung hero or heroine? 
How has this person influenced your life and/or helped you make important decisions? What might you like to learn more about this person?
  2. If you have ever moved, gone to a new school, relocated to a new country or community, what have you brought with you? Why are these things important? These things can be memories, values, traditions – intangibles. A few special objects are often passed down from one generation to another and are cherished.
Does your family have any of these items? If so, tell their stories! 
You can also discuss what you left behind and how that affects you.
  3. Describe a time when you have either experienced feeling like “the other” or perhaps excluded others. What prompted these situations?

 

Resources:

 

Themes:

  •  Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Jewish Americans/Jews

Plastic Glory

 

Story Summary:

 Linda’s grandmother lived in what her sisters and she called “The Plastic Palace.” Her grandmother covered everything with plastic. Everything … chairs, tables, lampshades … and, of course, her living room couch, including the throw pillows. Plastic is fun, right? But who would suspect that it could also set off a painful memory of the Vietnam War for Linda’s father?

 

Discussion Questions:

  1.  What intrigues you about the home of your grandparents or other older people? What do you smell, taste, hear, or touch when you visit their homes?
  2. How does the description of food add to the visual image of the dining room scene?
  3. Were you surprised at the twist near the end of the story? How did her father’s reaction to the popping sound affect you?
  4. Do you know someone who has fought overseas in a war? Have you ever talked with them about their experiences? If you could, what would you ask?
  5. The term ‘shell shock’ has been changed to ‘post-traumatic stress disorder (PTSD). What do you know about it?

 

Resources:

  • The Things They Cannot Say: Stories Soldiers Won’t Tell You about What They’ve Seen, Done or Failed to Do in War by Kevin Sites
  •  Once a Warrior–Always a Warrior: Navigating the Transition from Combat to Home–Including Combat Stress, PTSD, and MTBI by Charles Hoge
  • What It Is Like To Go To War by Karl Marlantes

 

Themes:

  •  African American/Black History
  • Family and Childhood
  • Living and Traveling Abroad
  • War

Shadowball

 

Story Summary:

 Learn what the term “Shadowball” meant if you were a person of color who played baseball in segregated America in the 1920’s and 30’s. Bobby brings to life famed baseball players such as Cool Papa Bell and Satchel Paige, as he explores their triumphs and sacrifices.

 

Discussion Questions:

  1.  Compare and contrast the career of “Cool Papa” Bell to that of a white player of the same era. What white player would be comparable to “Cool Papa” Bell?
  2. How would Satchel Paige be treated if he were playing in major league baseball today?
  3. Was Satchel Paige “the first” to lobby as a free agent before Cat Fish Hunter and Curt Flood?

 

Resource:

  • Baseball: A Film by Ken Burns – DVD by PBS

 

Themes:

  • African American/Black History
  • Bullying
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

The Book

 

Story Summary:

 Linda’s father had a little black book. He said it was written just for her and he said it was full of all the values she needed for a successful life. Linda loved it. She believed in it. But it took time to understand just what a gift it was.

 

Discussion Questions:

  1.  Do your parents or caregivers have ‘words of wisdom’ they repeat all the time? What are they? What do they mean?
  2. Do you have favorite sayings? What makes them important?
  3. Linda’s father told her he had plans and dreams for her. What are your plans? Your dreams?
  4. Why is it important for adults to encourage young people?

 

Resources:

  •  Dreams from My Father: A Story of Race and Inheritance by Barack Obama
  • The Arms That Are Needed: Daughters Reflect on Fatherly Love by Landra Glover
  • If: A Father’s Advice to His Son by Rudyard Kipling

 

Themes:

  •  African American/Black History
  • Education and Life Lessons
  • Family and Childhood

Through the Eyes of York

 

Story Summary:

 In 1804, Lewis & Clark crossed The Great Plains and dangerous Rocky Mountains to finally see the Pacific Ocean for the first time! One person who was part of this Corps of Discovery was an African American man named York. While York was not always credited with his part in the Western exploration, his contributions were a large part of Lewis and Clark’s success.

 

Discussion Questions:

  1.  How did York’s experience of the Expedition vary from that of the other men?
  2. How was York instrumental to the success of the Expedition?
  3. What was Sacagawea’s impact on the success of the trip?

 

Themes:

  • African American/Black History
  • First Nations/Native Americans
  • Stereotypes and Discrimination

Ancient History? Do Stories of the Holocaust Matter?

[youtuber  youtube=’http://www.youtube.com/watch?v=8sbwTHv_UXI’]

 

Story Summary:

 Gail Rosen tells the story of a Holocaust survivor. Why tell a story that’s not your own? How does understanding others’ stories help us think about our own place in history?

 

Discussion Questions:

  1.  When you hear the word “history”, what do you think of? How is “history” separate from the present?
  2. When you hear a Holocaust survivor tell his or her own story, you hear an authentic witness to a part of that event. Do you think other people should tell those stories? Why or why not?
  3. There have been and continue to be people in the world who cause great suffering to others. There have been and continue to be people in the world who do great good. Hilda said that we all share a common humanity, with a potential for good or ill. She said, “This humanity that we all share is for each of us to look at, to deal with, and to transform, to make it into something that is noble.” What do you think that means? How do we do that?

 

Resources:

 

Themes:

  •  Education and Life Lessons
  • Jewish Americans/Jews
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

Another Way West

 

Story Summary:

 At age 16, in 1855, Jane’s great-grandfather sailed from Long Island, N.Y. around the Horn to San Francisco where he was stranded! He took a job with Wells Fargo as a treasure agent in the Sacramento-Shasta Mining District…the home of the Shasta Indian Nation. In 1860 he rode the first leg east for the Pony Express. He was also a member of San Francisco’s Vigilance Committee, a group of 6000 men, committed to establishing “law and order.” How do we seek understanding of both the pride and the discomfort our ancestor’s stories?

 

Discussion Questions:

  1. How did the varieties of available transportation and the movement of people in the mid-1800s contribute to the ‘opening of the West’? Martin Luther King said, “The arc of moral history is long, but it bends toward justice.” How does that quote fit with the opening of the West? How has social media changed the way we learn about how people are being oppressed today?
  2. If you were to create tableaux or pictures from this story, how might you picture the Shasta Nation? the miners? the Vigilance Committee? the U.S. Army? the Pony Express?  How might you depict each group’s point of view and predicament?
  3. Because Brinck is a member of Jane’s family, when she tells this story to her grandchildren, what should she tell them?  Why?

 

Resources:

  •  A biography of Jane’s Great Grandfather: en.wikipedia.org/wiki/Elbert_Adrian_Brinckerhoff
  • wc.rootsweb.ancestry.com
  • Website – About the Shasta Nation Territory: en.wikipedia.org/wiki/Shasta-Trinty_National_Forest and www.fs.usda.gov/stnf

 

Themes:

  • Crossing Cultures
  • European American/Whites
  • First Nations/Native Americans
  • Stereotypes and Discrimination
  • War

Brush the Dirt from My Heart

 

Story Summary:

 Storyteller, Connie Regan-Blake, was invited to come to Uganda by “Bead For Life”(www.beadforlife.org), an NGO helping women lift themselves out of extreme poverty. Many of them are displaced people from the horrors and atrocities of civil war in northern Uganda and are dealing with the ravages of AIDS. Connie was welcomed into their homes and hearts as if she was family and she listened to their profound and transformative stories. This is Namakasa Rose’s story.

 

Discussion Questions:

  1. How do you distinguish between what is helpful and what is patronizing to another culture?
  2. When she was at her most desperate what kept Namakasa Rose alive and providing for her children?
  3. Poverty and social justice issues seem to go hand-in-hand; one of the social issues is health care, specifically about the AIDS epidemic in Africa. How did being diagnosed with AIDS actually become a turning point in Rose’s health and her ability to support her family? What kind of support needs to be present for people to live full lives with AIDS?

 

Resource:

 

Themes:

  •  African American/Black History
  • Crossing Cultures
  • European American/Whites
  • Living and Traveling Abroad
  • Taking A Stand and Peacemaking

Come With Me and Be Free

[youtuber  youtube=’http://www.youtube.com/watch?v=yQsUpE3F3uQ’]

 

Story Summary:

 Storyteller, Kate Dudding, tells the story of Iqbal Masih, a 12-year-old boy in Pakistan who led thousands of children to freedom from 1993-1995. Even after his death, Iqbal went on to inspire other children and show that even the youngest among us can make a difference.

 

Discussion Questions:

  1.  Why did Iqbal keep running away from the factory where he worked?
  2. Why do you suppose that the Bonded Labor Liberation Front had to hold rallies in villages?
  3. What gave Iqbal the courage to sneak away from the factory to go to the Bonded Labor Liberation Front rally in his village?
  4. What must it have been like for Iqbal to travel to Boston to receive his Reebok’s Youth in Action Human Rights award? What new experiences did he have to deal with?

 

Resources:

 

Themes:

  • Asian American/Asians
  • Living and Traveling Abroad
  • Taking A Stand and Peacemaking
  • Workplace

I Wanted To Be an Indian

 

Story Summary:

 Stories about our ancestors help us understand who we are. Encountering troubling revelations about her forebears and their Indian neighbors in colonial New England, Jo asks what it means to tell – and live with – her whole, complex history.

 

Discussion Questions:

  1.  People say that in history, the winners get to tell the stories. How do we look beyond the winners’ points of view to understand the past?
  2. What are the legacies of the early conflicts between Native Americans and Europeans?
  3. Is the Abenaki story of the Kcinu a viable model for bridging cultures? In practical terms, how might we treat “the other” as family?
  4. How might white Americans think about redressing past wrongs and responding to the contemporary situation of First Nations?

 

Resources:

  • New England’s Generation: The Great Migration and the Formation of Society and Culture in the Seventeenth Century by Virginia DeJohn Anderson
  • White Devil: A True Story of War, Savagery, and Vengeance in Colonial America by Stephen Brumwell
  • “Reading Abenaki Traditions and European Records of Rogers’ Raid,” by Marge Brucha Download from http://www.vermontfolklifecenter.org/childrens-books/malians-song/additional_resources/rogers_raid_facts.pdf
  • Distant Relations: How My Ancestors Colonized North America by Victoria Freeman
  • Journals of Major Robert Rogers (1769) repr. in The Annotated and Illustrated Journals of Major Robert Rogers, ed. Timothy J. Todish and Gary Zaboly. Fleischmanns, NY: Purple Mt. Press Ltd., 2002.
  • www.nedoba.org (information concerning Wabanaki People of interior New England)

 

Themes:

  •  Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • First Nations/Native Americans
  • Identity
  • Stereotypes and Discrimination

Mary McLeod Bethune: An American Educator and Civil Rights Leader

 

Story Summary:

 In this excerpt from a longer story, Elizabeth tells of the time Mary McLeod Bethune faced down the Ku Klux Klan to provide education for African-American girls.

 

Discussion Questions:

  1.  If you read a biographical sketch of Mary McLeod Bethune on the internet, it will tell you a lot about her accomplishments. You won’t read much about her challenges. Why do you think that is the case?
  2. Which was a greater challenge to Mary McLeod Bethune – racism or poverty? How are the two linked?
  3. How does secrecy protect hate? Is there a connection between this and cyber bullying today? What is that connection?

 

Resources:   

  • Mary McLeod Bethune by Elouise Greenfield – a picture book illustrated by Jerry Pinkney
  • www.marybethuneacademy.org

Themes:

  •  African American/Black History
  • Civil Rights Movement
  • Education and Life Lessons
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

Passing for WASP

 

Story Summary:

 Carol believes this statement: “To build a bridge from one culture into another and make pluralism a cause for celebration, we have to have one foot firmly planted in who we are.” However, in exploring her Polish and Scottish roots, Carol wonders if she’s really been living what she teaches.

 

Discussion Questions:

  1.  What is a WASP and why is that word part of American history?
  2. Why are many students who are identified as “white” unaware of their ethnic heritages? It seems from the story that there is a hierarchy of “whiteness;” is this accurate in your experience?
  3. The storyteller accepted many last names in the story – her original name, her father’s name-switch, her husband’s name. Finally, she went back to what name and why? Why is so much consideration given to a name?

 

Resources:

 

Themes:

  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Identity
  • Taking A Stand and Peacemaking

Spring

 

Story Summary:

 Storyteller Jim Stowell tells how an immigrant woman is faced with trials and hardships, and how she established a sense of pride and dignity for herself and her family.

 

Discussion Questions:

  1.  What is an “illegal immigrant?”
  2. Why is a first home a dream come true? How does owning a home possibly change a family? A community?
  3. What is the difference between hope and dignity? How are they the similar? How does “hope” and “dignity” show up in the story? In your life?

 

Resource:

  • Illegal People: How Globalization Creates Migration and Criminalizes Immigrants by David Bacon

 

Themes:

  •  Crossing Cultures
  • Education and Life Lessons
  • Family and Childhood
  • Housing
  • Immigration
  • Living and Traveling Abroad
  • Stereotypes and Discrimination

Sudden Story

 

Story Summary:

 This is the true story of storyteller, Laura Simms, telling a deeply traumatized boy – an ex- child soldier from Sierra Leone, West Africa – a story in a taxicab in New York City. The story within this story relieves his misery and, in the process, Laura discovers the power of the tale and the boy’s innate and potent resilience.

 

Discussion Questions:

  1.  Would you have tried to keep the young man from Sierra Leone with you?
  2. Why was a story and this particular story helpful to the young man who was about to get on a plane to go back to his war-torn country?
  3. Did you expect the ending to the story? Why was this young man able to go on to have a family, an education and career success?  How do you think he was able to rise above his experience as a child soldier?

 

Resources:

  •  A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah
  • Folktales from Around the World by Jane Yolen
  • Website – The Children Bill of Rights, 1996 http://www.newciv.org/ncn/cbor.html

 

Themes:

  •  African American/Black History
  • Crossing Cultures
  • Education and Life Lessons
  • Jewish Americans/Jewish
  • Living and Traveling Abroad
  • Taking A Stand and Peacemaking
  • War
  • Workplace

The Bridge Collapse

 

Story Summary:

 A bridge collapses in Minneapolis and the media is there. Suddenly, watching the stories of all the heroes from that day, Kevin is aware of the great diversity in his city. Citizens of every color and creed were there to rescue and help people in the midst
of this tragedy. Another friend of Kevin’s tells him how upset he was when people from other countries showed up to work in a local factory. Then, this same friend hears his grandmother being interviewed on the radio as a “first generation” American and realizes that we are all immigrants.

 

Discussion Questions:

  1.  Do you believe as Kevin’s friend does that you can survive anything “with sense of humor and sense of self”? When have you had to use either or both to survive?
  2. What do you think are the different regional values and “senses of self” across the U.S.? Or, if you are from another country, how do regional differences show up in your country?
  3. How do tragedies bring out the best and worst in people? What causes regular people to do “heroic” actions?
  4. Why do immigrants from earlier times have prejudices against newer immigrants?

 

Resources:

 

Themes:

  •  Crossing Cultures
  • Immigration
  • Taking A Stand and Peacemaking

The Spirit Survives

Part One: Gertrude Bonnin

 

Part Two: Grandpa

 

Story Summary:

 The “Indian Experiment” in education, the government boarding schools, is unknown to many Americans, yet affects us all. Following forty years of study of these stories, Dovie knew she had to share what she’d learned that would be essential to her daughter, and all of us. She weaves history, biography, autobiography and personal reflection in this story that she never “wanted” to tell. But there are some stories that need to be told…

 

Discussion Questions:

  1.  Had you heard about the Indian Boarding schools? Why has this part of American history been largely hidden?
  2. What political and economic factors caused the U.S. Government to wage genocide against the First Nations?
  3. How does witnessing and speaking about tragedies such as this help heal the spirit? What made it possible for Dovie’s Grandfather to start speaking out? How and when do you tell young people about the oppression of their group by others?
  4. What factors in First Nation cultures supported families in surviving the unthinkable and continuing to thrive?

 

Resources:

 

Themes:

  •  Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • First Nations/Native Americans
  • Jewish Americans/Jews
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

Three Sisters

 

Story Summary:

In 1988 Jim and his wife lived with a family in Nicaragua. Jim learned about gratitude by watching how a young girl appreciated a single piece of gum or a sheet of paper.

 

Discussion Questions:

  1.  Why do you think the storyteller felt like he had “never been in a room with more hope” in his life?
  2. Does hope play a role in your life? If yes, in what way? Have you ever felt hopeless? What or who can bring you out of hopeless feelings?
  3. Why are the little girl and her family so poor? What is going on in the country of Nicaragua at the time of this story?
  4. What is Iran-Contra?

 

Resource:

  • Art, Truth and Politics by Harold Pinter. A Nobel Prize in Literature lecture in which he explains the Sandinista revolution.

 

Themes:

  •  Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Latino American/Latinos
  • Living and Traveling Abroad

Who is a Friend? German-Jewish Reconciliation After the Holocaust

 

Story Summary:

 Who is my friend and who is my enemy? Gail Rosen, a Jewish storyteller, goes to Germany and makes a surprising connection to a German man who lived through WWII.

 

Discussion Questions:

  1. Do you think people make assumptions or judgments about you based on how you look? What might they be? What do people think they know about you by looking at you? How could they be right and how could they be wrong?
  2. Can you tell of a time when you made assumptions or judgments about a person, but learned to think differently of that person later? How did that happen?
  3. How do you choose your friends? What qualities do you value in a friend?

 

Resources:

 

Themes:

  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Interfaith
  • Jewish Americans/Jews
  • Taking A Stand and Peacemaking

Negotiating the Narrows

RaceBridges highlights a short video for
your viewing and inspiration.

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Negotiating the Narrows

A short video story by Storyteller Susan Klein

Themes : Religious Differences.  Recognizing the various kinds of “isms”.  Hope for societal change that embraces diversity.

(Please be patient as the video may take a few moments to load.)

…….
As a young child Klein was intrigued by the mysterious practices of her Roman Catholic friends and neighbors. In the 1950s the Roman Catholic Church was still seen as somewhat foreign and was largely unknown or misunderstood by Protestant America. Although she was raised in the Methodist church, Klein was dazzled by Rosary beads, statues of saints, and the very mysterious Sunday Mass she attended with her best friend Debbie.    (more…)

Celebrating Women : Bridgebuilders and Storytellers

Rosie-Riveter-150x150Ideas for bringing the universal subject of Women into your classroom.

RaceBridges honors Women’s History Month each year in the month of March. But gender equality is an important diversity issue that can be explored at any time. So we re-publish here our lesson plan for Women’s History Month in this Resource format. We remember that any time in the school year is a good time to explore the struggle for women’s equality and the ideals still not yet fulfilled. We trust that these ideas, classroom activities and recommended links will be of help for you and your students in exploring this subject.

Download the resource Celebrating Women: Bridgebuilders and Storytellers

 

STORY SHORT: Construction

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Construction
by Storyteller Jim May

www.storytelling.org/JimMay
Approximate Length of Video and Audio: 9 Minutes, 30 Seconds.

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THEME
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Race and class shape our lives, but there are ways to overcome racism and classism.

(more…)

STORY SHORT: Grandpa’s Story

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Grandpa’s Story
by Storyteller Robert Kikuchi-Yngojo

www.ethnohtec.org
Approximate Length of Video and Audio: 9 Minutes.

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THEME
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The immigrant experience is complicated; often it’s only the children of
immigrants who realize the dream of a new country.
(more…)

MUSLIMS TELL STORIES TOO

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Are there any Muslim storytellers out there ?
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The Stories of Storyteller Arif Choudhury

In a recent magazine article, storyteller Arif Choudhury wrote :
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“Are there any other Mulsim storytellers out there ? We should start a club with funny hats and monogrammed shirts.  All kidding aside, since 9/11, people have been curious about Muslims.

As an American-born Muslim of Bangladeshi descent living in Chicago’s predominantly Caucasian northern suburbs, I am asked lots of questions. What do Muslims believe ?  What are their traditions and customs?

Do Muslims tell stories ?”  (more…)

CONSTRUCTION

By Storyteller Jim May

 

Story Summary:

Storyteller Jim May relates his days working his way through school on a union construction crew; as well as the unions roll in softening the effects of classism and racism.

 

Discussion Questions:

  1. Have you ever worked in a menial job with someone without an education but found that they had much wisdom and sound advice based on their natural intelligence, intuition and life experience?
  2. Have you ever worked in a job where you were kept on but someone was let go in spite of the fact that they were as good a worker as you? Was there some kind of prejudice involved around race, gender, sexual orientation, class or age?
  3. What is your feeling about labor unions? What was their role in ushering in the 40-hour week, getting paid for overtime and ending child labor among other worker benefits?

 

Resources:

  • Working: People Talk About What They Do All Day and How They Feel About What They Do by Studs Terkel
  • Working Class in America by Eugene Debs
  • History of the U.S. Labor Movement: Labor Movement in the United States: Volume Two by Phillip Foner
  • Trail Guide For A Crooked Heart by Jim May (p. 12)

 

Themes:

  •  African American/Black History
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Stereotypes and Discrimination
  • Workplace

 

Use this video and story in your classroom with the Reflections and Discussions

http://racebridgesstudio.com/story-short-construction/

I Deserve To Be Here

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I Deserve To Be Here

A short video by Storyteller Emily Hooper Lansana

THEME:  Crossing Color Lines to Reach For Your Best

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emilyEmily Hooper Lansana’s story tells us about her educational journey growing up in a house where her parents always wanted her to have access to the best.  Growing up in Shaker Heights, Ohio, she learned a lot about the ways that kids of different races were separated, and separated themselves, at school.    (more…)

STORY SHORT: Between Worlds

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Between Worlds
by Storyteller Olga Loya

www.OlgaLoya.com
Approximate Length of Video and Audio: 5 Minutes, 30 Seconds.

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THEME
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Every child and adult needs a sense of belonging.
(more…)

STORY SHORT: Why Do You Want To Go To College?

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Why Do You Want to Go To College?

by Storyteller Olga Loya

www.OlgaLoya.com
Approximate Length of Video and Audio: 4 Minutes, 10 Seconds.

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THEME
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No one else can tell you what you can or can’t accomplish in life.
We can turn adversity and other people’s prejudices into our strength.
(more…)

STORY SHORT: What’s a Mexican?

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What’s a Mexican ?
by Storyteller Olga Loya

www.OlgaLoya.com
Approximate Length of Video and Audio: 8 Minutes, 48 Seconds.

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THEME
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The search for identity is a personal one. No one can tell you who you are.
When we accept all aspects of ourselves, we feel more comfortable in
our own skins as well as in the world.
(more…)

REMEMBERING 9/11

911September 11th marks the 10th Anniversary of the terrible terrorist attacks on US soil.

Remembrance will happen in many ways. Healing from those events still continues. PBS Newshour is presenting a special report called America Remembers 9/11 and a 9/11 Video Quilt asking diverse Americans on what has changed since 9/11. http://www.pbs.org/newshour/

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We invite you to reflect on the following short RaceBridges videos.

From a Moslem American view, and from the account of a woman caught up in the hostility towards a mosque that followed 9/11. These short stories are told by professional storytellers. They provide perspectives of “another view”. They are food for thought and a way to pass on the challenge to search beyond stereotypes for our common humanity.
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Three Stories by Storyteller Arif Choudhury:

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A Story by Storyteller Susan O’Halloran:

STORY SHORT: Remembering Lisa Derman

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REMEMBERING LISA DERMAN
by Storyteller Jim May

www.storytelling.org/JimMay
Approximate Length of Video and Audio: 8 Minutes, 24 Seconds.

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THEME
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All people will face a time when they must decide
whether to stand up for what is right.
(more…)

STORY SHORT: John Henry

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JOHN HENRY
by Storyteller Jim May

www.storytelling.org/JimMay
Approximate Length of Video and Audio: 10 Minutes.

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THEME
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A metaphor for race in America that is both realistic and hopeful.
(more…)

STORY SHORT: A Second Language: A Time to Laugh, A Time to Understand

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A SECOND LANGUAGE:
A TIME TO LAUGH, A TIME TO UNDERSTAND

by Storyteller Antonio Rocha

www.storyinmotion.com
Approximate Length of Video and Audio: 5 minutes, 20 seconds.

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THEME
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It’s important to learn about other cultures,
and one of the best ways to do that
is by learning another culture’s language.
(more…)

STORY SHORT: The American Visa: A Saga in 3 Acts

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THE AMERICAN VISA: A SAGA IN 3 ACTS
by Storyteller Antonio Rocha

www.storyinmotion.com
Approximate Length of Video and Audio: 8 minutes.

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THEME
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Persistence in pursuit of a goal, along with a little kindness from strangers, can lead to success.
(more…)

STORY SHORT: A Twice Saved Life

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A Twice Saved Life
by Storyteller Alton Chung

www.altonchung.com
Approximate Length of Video and Audio: 8 minutes, 45 seconds.

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THEME
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Even people who differ greatly from ourselves can turn out to be heroes.
(more…)

STORY SHORT: Reflections on Minidoka

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Reflections on Minidoka
by Storyteller Alton Chung

www.altonchung.com
Approximate Length of Video and Audio: 7 minutes, 10 seconds.

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THEME
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The importance of remembering our own past and the past of our people.
(more…)

STORY SHORT: Onara

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Onara
by Storyteller Alton Chung

www.altonchung.com
Approximate Length of Video and Audio: 5 minutes, 30 seconds.

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THEME
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Discovering what we have in common, across the races, even in times of conflict.
(more…)

STORY SHORT: You Never Know What the End’s Gonna Be

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You Never Know What The End’s Gonna Be
by Storyteller Diane Ferlatte

www.dianeferlatte.com
Approximate Length of Video and Audio: 5 minutes, 20 seconds.

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 THEME
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Family Ties that moved from conflict to care and love across racial lines.
(more…)

STORY SHORT: Penny For Your Thoughts

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Penny For Your Thoughts
by Storyteller Diane Ferlatte

www.dianeferlatte.com
Approximate Length of Video and Audio: 3 minutes, 55 seconds.

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 THEME
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Getting to know the person in front of you rather than focusing on the label.
(more…)

STORY SHORT: Next Town

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Next Town
by Storyteller Diane Ferlatte

www.dianeferlatte.com
Approximate Length of Video and Audio: 5 minutes, 5 seconds.

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 THEME
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Maintaining pride and optimism in the face of prejudice and adversity.
(more…)

STORY SHORT: I Deserve to Be Here

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I Deserve to Be Here
by Storyteller Emily Hooper-Lansana

www.emilyhooper.com
Approximate Length of Video and Audio: 7 minutes, 55 seconds.

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 THEME
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Crossing Color Lines to Reach for your Best.
(more…)

STORY SHORT: Finding Josephus

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Finding Josephus
by Storyteller Lyn Ford

www.lynford.com
Approximate Length of Video and Audio: 5 minutes, 58 seconds.

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 THEME
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Small stories can teach us who we really are
(more…)

STORY SHORT: From Moon Cookies to Martin and Me

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From Moon Cookies to Martin and Me
by Storyteller Lyn Ford

www.lynford.com
Approximate Length of Video and Audio: 8 minutes, 54 seconds.

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 THEME
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Working for peace and justice across faith and racial backgrounds.
(more…)

Walking Together : Dr. King

From Moon Cookies To Martin and Me
…. Remembering Dr. King  . . . and much much more.

lyn
In remembering the day Martin Luther King, Jr. died, African-American storyteller Lyn Ford recognizes how people of different backgrounds can share a vision for unity and peace. And as Americans seek to celebrate Martin Luther King Day in January, Lyn’s story also gives us an opportunity to explore the relationship between Dr. King and the Jewish people.
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As a little girl, Lyn Ford associated her neighbor Mrs. Rosenberg with the delicious “moon cookies” she would make, as well as her curious expressions like “oy vey.” And she was often moved by the foreign-sounding songs her neighbor would sing, although she never knew what the meaning was. Too young to know any different, Lyn mistook the series of numbers tattooed on Mrs. Rosenberg’s arm—the numbers that marked her as a survivor of the Holocaust—for her phone number.
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Years later, on April 5, 1968, the day after Martin Luther King, Jr. was murdered, Lyn was reminded of the songs Mrs. Rosenberg used to sing. As white children and black children walked together in mourning, singing songs such as “We Shall Overcome,” she heard another voice singing the words of Mrs. Rosenberg’s Hebrew song, “…when we walk together in unity and peace.”
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Lyn’s story reminds us of the powerful bonds that can connect people of different backgrounds and faiths. As the  Amercan Civil Rights actions and movements of the 60s unfolded, African Americans and Jewish people came together to share a common deep longing for peace and justice.
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Most people are unaware of Martin Luther King’s strong relationship with the Jewish community; toward the end of his life, he devoted significant time and energy to strengthening what were becoming increasingly strained ties between black Americans and U.S. Jews. And American Jews were heavily involved in the Civil Rights Movement on behalf of African Americans. Many Jewish Americans, for example, went to Mississippi in 1964 to fight for civil rights in what became known as the “Freedom Summer.” Others helped register African American voters in various southern states. In June 1964, two Jews were murdered with one African-American after entering Mississippi to register black voters.
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The Civil Rights Era is full of stories like this: of people standing up for their beliefs in spite of hostility, aggression and, in many cases, violence. By defying her disapproving teachers and the white children who taunted her for leaving school that April day, Lyn Ford also stood up for what she believed in. And in song, she joined the millions of voices throughout history who, in so many different languages, have spoken up for justice and peace.
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See this video-story From Moon Cookies To Martin and Me by storyteller Lyn Ford :

From Moon Cookies To Martin and Me

(Please be patient as the video may take a few moments to load.)

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Watch Lyn Ford’s story Finding Josephus.   This is a short video story — rarely told — about the Underground Railroad. It is also about pride and dignity — yesterday and today.   You will also find many of the short video-stories on this site inspiring viewing around the January  national holiday of Dr. Martin Luther King Jr.

Finding Josephus.

(Please be patient as the video may take a few moments to load.)

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Many other lesson plans and resources on diversity themes can be found at : www.RaceBridgesStudio.com

STORY SHORT: City Girls: North Side vs. South Side

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City Girls:  North Side vs. South Side.
by Storyteller Susan O’Halloran

www.susanohalloran.com
Approximate Length of Video and Audio: 10 minutes.

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 THEME
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Storyteller Susan O’Halloran remembers the “dividing lines” of her youth.
(more…)

STORY SHORT: Negotiating the Narrows

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NEGOTIATING THE NARROWS:.
by Storyteller Susan Klein

Storyteller Susan Klein remembers “learning” prejudice at a young age.
www.susanklein.net
Approximate Length of Video and Audio: 12 minutes.

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 THEMES
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Religious differences.  Recognizing the connection between various kinds of “-isms.”
Hope for societal change that embraces diversity.
(more…)

STORY SHORT: LOOKING FOR PAPITO

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LOOKING FOR PAPITO
by Storyteller Antonio Sacre

www.antoniosacre.com
Approximate Length of Video and Audio: 8 minutes.

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THEME
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Embracing the complex, compound identity of a multicultural heritage and
recognizing that many others in the U. S. share similar heritages.
(more…)

STORY SHORT: FASTER THAN SOONER

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FASTER THAN SOONER
by Storyteller Antonio Sacre

www.antoniosacre.com
Approximate Length of Video and Audio: 7 minutes.

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 THEME
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The power of knowing one another’s stories and how to learn history, culture, and stories about other countries.
(more…)

FINDING JOSEPHUS

By Storyteller LYN FORD

 

Story Summary:

When Lyn was young, “Finding Josephus” was a “legend” told by her father. But curiosity and research brought forth its reality, and a connection both to the lesser-known history of the Underground Railroad and the heart of her father’s story.

 

Discussion Questions:

  1.  What is your personal definition of a hero?
  2. What adjectives can describe Josephus’ actions?
  3. Compare those words to your definition of a hero.
  4. In tough and easy times, our choices define us. Yet we sometimes see ourselves only as the names others call us. Reflect on an action or inaction you’ve chosen to take on behalf of others, and yourself. Give that action or inaction a name. Is that who you are? Is that the person you want to be?

 

Resources:

  •  Still I Rise poem by Maya Angelou. From the collection AND STILL I RISE, originally published by Random House, Inc., 1978.
  • The Escape of Jane: A True Story of the Underground Railroad by Henry Burke and Dick Croy. Boson Books, 1998.
  • What is Your Life’s Blueprint? speech by Dr. Martin Luther King, Jr., October 26, 1967. Available to read at www.drmartinlutherkingjr.com/whatisyourlifesblueprint.htm.

 

Themes:

  • African American/Black History
  • Education and Life Lessons
  • Family and Childhood

FROM MOON COOKIES TO MARTIN AND ME

By Storyteller LYN FORD

 

Story Summary:

Empathy grows from sharing stories; this story was shared to encourage others to know, to understand, and to remember. This is a personal journey tale from Lyn’s childhood living next door to a Holocaust survivor and, then, her adolescent small but mature steps into the greater Civil Rights Movement.

 

Discussion Questions:

  1.  Ignorance can lead to misinterpretation of a story. As a child, Lyn misunderstood the meaning of numbers printed on skin. Discuss how stereotypes are misinterpretations based on superficial concepts.
  2. Fences aren’t always made of wood; walls aren’t always made of brick or stone. What fences separate your community, your neighborhood, or your heart from others who, superficially, seem “different”? What’s the first step you can take to get beyond those fences?

 

Resources:

 

Themes:

  •  African American/Black History
  • Civil Rights Movement
  • Crossing Cultures
  • Education and Life Lessons
  • Family and Childhood
  • Interfaith
  • Jewish Americans/Jews
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

CASTRO DOLLS AND FAMILIA

By Storyteller LEENY DEL SEAMONDS

 

Story Summary:

 Leeny shares stories of her colorful, beloved family.  Meet her charming Cuban Dad and his zany wife, Lorraine.  Hear what happened when three-year-old Leeny receives an unusual souvenir from Cuba.

 

Discussion Questions:

  1. What was/is your family’s opinion of Fidel Castro?
  2. Do you have any relatives living in Cuba?
  3. How do you feel about the United States working towards a closer relationship with Cuba?  Do you plan to go there?
  4. Do you know the origin and story of your surname?  Who were you named after?

 

Resources:

 

Themes:

  •  Family and Childhood
  • Immigration
  • Latino American/Latinos

NEXT TOWN

By Storyteller DIANE FERLATTE

 

Story Summary:

 As a child, each summer Diane’s family drove from California to Louisiana to visit family. Diane remembers her father responding with increasing frustration whenever her brother asked if they could stop to get something to eat, each time promising “next town.”

Finally, the family stopped at a restaurant. Just as she is about to open the restaurant door, her father stops her. There is a “whites only” sign above the door. Diane’s family must go around back to eat in the kitchen. Diane learned about prejudice that day but also about how her family kept their spirits high no matter what they faced.

 

Discussion Questions:

  1. What did you think the title “Next Town” referred to when you first read it? How do you react to the title now that you know how it was used?
  2. Diane’s parents left Louisiana to escape the segregated south, which oppressed African Americans with Jim Crow laws and threats of violence. Why do you think they returned every summer? Why do you think some African Americans stayed in the south?
  3. Diane learns significant lessons on the day she describes in this story. She learns that people can hate her without even knowing her and that there are people such as her parents who maintain their integrity even in the face of such hate. When have you faced irrational prejudice in yourself or others? How did you deal with it?

 

Resources:

  • The Watsons Go to Birmingham – 1963 by Christopher Paul Curtis
  • A Guide for Using The Watsons Go to Birmingham – 1963 in the Classroom by Debra Housel

 

Themes:

  •  African American/Black History
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

PENNY FOR YOUR THOUGHTS

By Storyteller DIANE FERLATTE

 

Story Summary:

While sitting alone in a restaurant having lunch, Ferlatte notices an older white man also eating alone and looking sad and worried. When she tries to be friendly, the man responds with a grunt. Ferlatte starts labeling him in her mind as a “mean old white man.” Later, she corrects her own thinking by reminding herself that she doesn’t know anything about the man. Later, as he leaves the restaurant, the man pours out his story, sharing that his wife of 61 one years has recently died. The two end up having a brief conversation, and Ferlatte realizes the importance of reaching across barriers of race, culture, and generations in order focus on the person right in front of you.

 

Discussion Questions:

  1.  What do you think inspired Ferlatte to speak to the old man? How would you have felt if you had been Ferlatte, and the old man had grunted at you? What would you have thought about him?
  2. Have you ever tried to reach across a barrier (race, age, language, class, etc.) with someone you didn’t know? How did it go? Did you learn from that experience?
  3. Ferlatte manages her own initial reaction against the man. How does she do that? Have you ever had to talk to yourself to get yourself to think differently? When? Did it work?

 

Resource:

  • The Nature of Prejudice: 25th Anniversary Edition by Gordon W. Allport and Kenneth Clark

 

Themes:

  •  African American/Black History
  • Education and Life Lessons
  • European American/Whites
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

 

BARTHOLOMEW

By Storyteller MARYGAY DUCEY

 

Story Summary:

 Bartholomew, an African American man who is the church custodian is a familiar figure to the congregation at Mary Gay’s church. However, when it’s rumored that African Americans are coming to their church and will be asked to be seated, suddenly the pleasant veneer of acceptance is exposed.

 

Discussion Questions:

  1.  Why could the people in Mary Gay’s congregation be welcoming to one African American man but feel threatened by other African Americans who would be seated with them as equals?
  2. How did churches become so segregated and why are so many still segregated today?

 

Resources:

  •  Church Diversity: Sunday the Most Segregated Day of the Week by Scott Williams
  •  Segregated Sabbaths: Richard Allen and the Emergence of Independent Black Churches 1760-1840 by Carol V. R. George

 

Themes:

  •  African American/Black History
  • European American/Whites
  • Stereotypes and Discrimination

IN THE NAME OF GOD WHOM DO YOU SEEK?

By Storyteller MARYGAY DUCEY

 

Story Summary:

As part of a service project, Mary Gay and her best friend are to start a Girl Scout troop at a notorious reform school in New Orleans. As an adult, Mary Gay wishes she could go back to the school and ask for more for the girls.

 

Discussion Questions:

  1. Do you think it was helpful or patronizing for Mary Gay and her friend to volunteer at the reform school?
  2. How could Mary Gay and her friend been better prepared for and supported in their work?
  3. Where do you volunteer? How does one “help” without viewing those you work with as “one down”?

 

Resources:

  •  Chicken Soup for the Soul – Volunteering  & Giving Back: 101 Inspiring Stories of Purpose and Passion by Amy Newmark and Carrie Morgridge
  • The Politics of Volunteering by Nina Eliasoph
  • Your Mark on the World by Devin D. Thorpe

 

Themes:

  •  Crossing Cultures
  • Education and Life Lessons
  • Family and Childhood
  • Stereotypes and Discrimination

IN BELFAST

By Storyteller LOREN NIEMI

 

 

Story Summary:

 Loren travels to North Ireland and is continually asked, “Are you Catholic or Protestant?” By the way that question is asked and answered, layers of cultural assumptions are revealed.

 

Discussion Questions:

  1.  What is the fundamental assumption contained in asking, “Are you Catholic or Protestant?”
  2. What is the function of the joke in the context of the story and in relation to the larger issue of identity?
  3. How and why do people need to shed the assumptions of culture to “wage peace” or reconcile after loss?

 

Resources:

  • Lost Lives by David McKittrick, Seamus Kelters, Brian Feeley and Chris Thornton
  • Religion, Identity and Politics in Northern Ireland: Boundaries of Belonging and Belief by Claire Mitchell and Aldershot Ashgate   – Helping People Forgive, David W. Augsburger

 

Themes:

  •  Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Identity
  • Interfaith
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking
  • War

MILWAUKEE B-B-Q

By Storyteller LOREN NIEMI

 

Story Summary:

 Loren who is white goes to a BBQ place in an all black neighborhood and comes to understand prejudice in a direct and personal way.

 

Discussion Questions:

  1. How does prejudice play out in the day to day in this story?
  2. What role do the police play in this story and what role do the police play n your cultural experience?
  3. When have you found yourself to be the wrong person by virtue of color, religion, ethnic origin or sexual identity in an uncomfortable circumstance?

 

Resources:

  • Between the World and Me by Ta-Nehisi Coates
  • Civil Rights Activism in Milwaukee: South Side Struggles in the 60’s and ’70’s by Paul Geenen

 

Themes:

  •  African American/Black History
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Identity
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

BETWEEN WORLDS

By Storyteller OLGA LOYA

 

Story Summary:

At school Olga was taught to be American first and not to speak Spanish. If she did, she risked being punished. At the same time, Olga’s Japanese-American friends went to an after school program to learn the Japanese language and to study Japanese culture. Olga wondered why she didn’t have something like that and how she could straddle multiple worlds.

 

Discussion Questions:

  1. What are some different ways of being in Nepantla (between worlds)? For example, a teenager is neither a child nor a full adult. A child of divorced parents may feel as if he or she travels to different planets as he/she moves from one house to another.
  2. How do people keep their sense of self when they feel they are between worlds?
  3. What is your Nepantla?

 

Resources:  

  •  Borderlands / La Frontera: The New Mestiza by Gloria Evangeline Anzaldúa
  • Nepantla: Essays from the Land in the Middle by Pat Mora
  • I am Latino: The Beauty in Me by Sandra L. Pinkney and Myles C. Pinkney

 

Themes:

  • Crossing Cultures
  • Family and Childhood
  • Identity
  • Languages
  • Latino American/Latinos

WHY DO YOU WANT TO GO TO COLLEGE?

By Storyteller OLGA LOYA

 

Story Summary:

 In high school, Olga was told by her counselor that her family was too poor for her to go to College.  Hear how she found a way around this negative advice.

 

Discussion Questions:

  1. Have you ever had someone give you negative advice?  How did you respond?
  2. What is a good way to handle negative advice?
  3. What were the “favors” Olga’s counselor and shorthand teacher did for her?
  4. Why did the college students make fun of Olga?
  5. What was Olga’s reaction?’

 

Resources:

  • Growing up in East Los Angeles by Olga Loya
  • Land of the Cosmic Race by Christina A Sue
  • Mexican White Boy by Matt de la Pena
  • Who Are You? By Mimi Fox

 

Themes:

  • Crossing Cultures
  • Education and Life Lessons
  • Family and Childhood
  • Identity
  • Languages
  • Latino American/Latinos
  • Stereotypes and Discrimination

ONARA

by Storyteller ALTON CHUNG

 

Story Summary:

This is a true story written by Mako Nakagawa and told by Alton with her permission. A young girl wonders about the difference between “hakujin” (white people) and “nihonjin” (Japanese people) while in an internment camp in WWII. She speculates as to why hakujin do not onara (a euphemism for “passing gas”).

 

Discussion Questions:

  1. You have been ordered to move out of your house in two weeks and can only take one suitcase weighing 50 pounds. You will be gone for an unknown period of time for an unknown destination. There are no stores where you are going, no Internet or cell phone or cable service, and very little electricity. What will you take with you?
  2. Meals in the camps were served in large mess halls like the cafeteria in your school. What would be the advantages and disadvantages of serving meals in this way? How would you feel about eating in a cafeteria for all of your meals for the next year?
  3. The incarceration (internment) camps were surrounded by guard towers, barbed wire fences, and soldiers with rifles. Do you think such measures were necessary? Why were they implemented? How would you feel if you had to live under those conditions?  How do you think it would change you?

 

 Resources:

  • Farewell to Manzanar by Jeanne Wakatsuki
  • Years of Infamy: The Untold Story of America’s Concentration Camps by Michi Weglyn.

 

Themes:

  • Asian American/Asians
  • Education and Life Lessons
  • European American/Whites
  • Identity
  • War

CITY GIRLS : NORTH SIDE vs SOUTH SIDE

by Storyteller Susan O’Halloran

 

Story Summary:

 In high school, Sue went to her first overnight away from her Chicago home and neighborhood and met people from different ethnic and racial groups. In learning that there’s more to people than she originally thought, she discovers layers of herself she was long ignoring.

 

Discussion Questions:

  1. How have you been misjudged? How have others mis-labeled you and had you wrong?
  2. When have you misjudged others and then found out you were wrong?
  3. What do you think is better or worse about race relations today? Are their prejudices about different sides of town where you live? How do these stereotypes begin? What can you do about them?
  4. The girls were nervous to talk about race. Does it make you uncomfortable? What are the topics/stories/events that are not talked about or bring discomfort in your family or school? How can you create a space to talk about difficult issues and ask these questions?
  5. Do you have somewhere where you feel listened to and can say what you are truly feeling inside? What can you do to make your school even safer?
  6. Who could Joy, Patty and Susan have gone to for help? What individuals or organizations would have been supportive to them? Who do you trust? Where can you go to get trustworthy and/or professional help when you have a problem?

 

Resources:

  • Blindspot: Hidden Biases of Good People by Mahzarin R. Banaji and Anthony Greenwald
  • Transforming Stress for Teens: The Heartmath Solution for Staying Cool Under Pressure by Rollin McCraty and Stephen W. Lance

 

Themes:

  • Crossing Cultures
  • Education and Life Lessons
  • Family and Childhood
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

 

LOOKING FOR PAPITO

by Storyteller Antonio Sacre

 

Story Summary:

 As a Cuban and Irish American child, Antonio deals with being “too ethnic” or “not ethnic enough”. By trial and error and with the support of his family, Antonio reclaims all of his ethnic heritage and his Spanish language.

 

Discussion Questions:

  1. Do you think Antonio is white or brown? What does he think he is?
  2. What could Antonio have done when he was teased about speaking Spanish? Have you ever hidden parts of your cultural background to “fit in”?
  3. Does each group who comes to this country eventually lose its culture? What is gained and what is lost from assimilation?

 

Resources:

  •  How the Garcia Girls Lost Their Accent by Julia Alvarez
  • America Is Her Name by Luis J. Rodriquez 

 

Themes:

  • Crossing Cultures
  • European American/Whites
  • Family and Childhood
  • Identity
  • Languages
  • Latino American/Latinos
  • Stereotypes and Discrimination

FASTER THAN SOONER

by Storyteller Antonio Sacre

 

Story Summary:

 While studying to become an actor, Sacre happened into storytelling through a class at Northwestern University. Because he found that he was often excluded from acting jobs because he was seen as either “too ethnic” or “not ethnic enough,” he took on storytelling performances to pay the bills. He started to understand the power of his bilingual storytelling and remembers an encounter with a grade school bully where learning the other boy’s story made all the difference.

 

Discussion Questions:

  1. Antonio described how surprised he was to learn about the history and culture of many Latin American countries, but especially Mexico. What have you learned about another country or culture that surprised you or made you think differently? How might you do more of that learning?
  2. When Antonio tells stories switching back and forth between English and Spanish he sees students becoming more engaged. What might be the advantages of a fully bilingual education?
  3. When have you learned another person’s story that has caused you to change your mind about him or her? How might you listen to others’ stories more? How might you tell your own? How might we better encourage sharing our authentic stories?

 

Resource:

  • Be Bilingual: Practical Ideas for Multilingual Families by Annika Bourgogne

 

Themes:

  • Bullying
  • Crossing Cultures
  • Education and Life Lessons
  • Identity
  • Languages
  • Latino American/Latinos
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking
  • Workplace

THE AMERICAN VISA: A SAGA IN 3 ACTS

by Storyteller Antonio Rocha

 

Story Summary:

 Antonio recounts all the difficulties he faced to get a Visa to come to the United States from Brazil. Going the “legal” route is filled with red tape, bureaucratic inconsistencies and plenty of suspicion. That seemingly insurmountable document became his ticket to his current life as a professional storyteller in America.

 

Discussion Questions:

  1.  Many stories resolve themselves in threes (morning – afternoon- evening). Some resolve in four (The four seasons, for example), yet  others  in twos (day and night). What hardships in your own life have unfolded in a three step set up? Any in four? How about two?
  2. Our perception can move life incidents into negative or positive outcomes. How has a bad experience been a positive step in your life’s journey or vice-versa?
  3. Have you experienced any form of racism that has brought you closer to who you are in a positive way? What sorts of prejudice do you have? How could you free yourself from them?

 

Resources:

 

Themes:

  • Crossing Cultures
  • Education and Life Lessons
  • Identity
  • Immigration
  • Languages
  • Latino American/Latinos
  • Living and Traveling Abroad
  • Stereotypes and Discrimination

A SECOND LANGUAGE: A TIME TO LAUGH, A TIME TO UNDERSTAND

by Storyteller Antonio Rocha

 

Story Summary:

 This is a story about learning a second language. It is about trying to use the little you know to communicate which many times creates funny and colorful misunderstandings.

 

Discussion Questions:

  1. Do you speak or have tried to learn a second language? Did you learn the new language or did you stop altogether?
  2. If you did learn a new language, please tell about a time you misused a word or created one that does not exist.
  3. What was the outcome of Antonio’s attempts to learn English?
  4. Do you think that making mistakes can help you learn better? If so, why?

 

Resources:

  •  Learning a Second Language by The Open University
  • Learning New Languages: A Guide to Second Language Acquisition by Tom Scovel

 

Themes:

  • Crossing Cultures
  • Education and Life Lessons
  • Languages
  • Latino American/Latinos
  • Living and Traveling Abroad

A TWICE SAVED LIFE

by Storyteller ALTON CHUNG

 

Story Summary:

Solly Ganor, a Lithuanian Jew, was a boy when Germany invaded his country in1940. He was eventually sent to Dachau and was rescued by members of the 100th Battalion/442nd Regimental Combat Team, the all-Japanese American unit. Fifty years later he once again meets the man who saved him.

 

Discussion Questions:

  1. What if an environmental disaster occurred in Canada and forced millions of Canadians south across the border into the US. Would you open your house to take in some refugees who have nothing?  What would you give up to share with them?
  2. What if an environmental disaster occurred in Mexico and forced millions of Mexicans across the border into the US, would you open your house to some refugees who had nothing?  Would your behavior be different than your reaction to the Canadian refugees?  Why?
  3. People who lived through WWII are passing away.  In a few years, there will no longer be any eyewitnesses to the events of recent history. How do we know what happened in Civil War, in Medieval Europe, at the building of the Pyramids in Egypt?  How is history preserved?  How does the past affect our present and future?
  4. If you and your family were sent to an incarceration camp, would you volunteer to fight for the U.S.? Would you serve, if drafted into the Military? Would you remained loyal to the U.S.?

 

Resources:

  • Light One Candle: A Survivor’s Tale by Solly Ganor
  • Visas and Virtue, Visual Communications, Cedar Grove Production, 26 minutes, 1997, (1997 Academy Award, Best Live Action Short Film)
  • Okage Sama De (I am what I am because of you.) A DVD by Alton Chung

 

Themes:

  • Asian American/Asians
  • Interfaith
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking
  • War

Growing up “other”

..This month we highlight the insightful and funny stories of Muslim American Arif Choudhury, who shares his experiences being “the other”—and reminds us that there’s much more to a person than his race and religion.

 

How do you know you’re different? When do you realize that you’re an “other?”

For Arif Choudhury, our featured storyteller this month, that discovery has been a process. American born and raised in Chicago with his Bangladeshi Muslim family, Arif realized he was not like everyone else in his kindergarten, when one of his white friends looked at his dark skin in the sandbox and asked if he was black.

“I don’t know,” Arif told his friend. “I’ll go home and ask my mom.”

Years later, taking the SAT, he was asked to fill in his ethnic origin for demographic purposes. His choices: white, black, Hispanic or other. As he filled in the box for the only option he had, he truly began to feel like “the other.”

(more…)

ROOTS TO RAP

By Storyteller Rev. Robert Jones

 

Story Summary:

 Rev. Jones gives a rousing illustration of how today’s Rap Music has evolved from the Blues and earlier musical forms.

 

Discussion Questions:

  1.  Rap music has roots in jazz, blues, R&B and zydeco. How did these earlier art forms influence the beginning of hip-hop as well as today’s rap music?
  2. Rap is a musical art form but also a culture. What do you think are the positives and negatives of this culture?

 

Resource:

  •  Hip-Hop in Houston: The Origin and the Legacy by Maco L. Faniel

 

Themes:

  •  African American/Black History
  • Crossing Cultures

STORYTELLER RAP

By Storyteller Michael McCarty

 

 

Story Summary:

Michael’s poem about the importance of reading, storytelling and what he learned from his mother.

 

Discussion Questions:

  1.  Who inspires you?
  2. What can be said in rhyme that isn’t expressed in a narrative?

 

Resource:

  •  Story Smart: Using the Science of Story to Persuade, Influence, Inspire and Teach by Kendall Haven

 

Themes:

  •  African American/Black History
  • Education and Life Lessons
  • Family and Childhood

JOHN HENRY

By Storyteller Jim May

 

Story Summary:

 This is a true story set in rural McHenry County, Illinois in the 1920s and 1930s about John Henry Higler, a man who claimed to be former slave who assimilated into an all white farm community.

 

Discussion Questions:

  1. Can you imagine living and working in a community where there was no one who shared your background and “race”?
  2. Do you think this account of John Henry being a beloved member of a white farming community in the early part of the 20th century is hopeful or simply a story that whites told to assuage their guilt about white privilege?
  3. Have you ever gone to a graveyard and imagined the stories behind the people buried there?

 

Resources:

 

Themes:

  •  African American/Black History
  • Crossing Cultures
  • European American/Whites
  • Identity

 

CHANGING NEIGHBORHOODS

by Storyteller Susan O’Halloran

 

Story Summary:

 Sue grew up hearing about “them” – the people who would come and take her and her neighbors’ homes in their all-white neighborhood. When her family watched the Friday night fights, it was made clear who was “the other” and who was “us.”

 

Discussion Questions:

  1. What activities did your family take part in that brought you closer together?
  2. To what “us” (or us-es) were you told, verbally or non-verbally, you belonged?
  3. Who were the “them”(or thems) when you were growing up?
  4. How did you make sense of racial dislike when you were younger?
  5. Were there areas of life where your community or family acted as though they were under attack?
  6. In what areas of life did/does your community or family take pride?

 

Resources:

  • American Apartheid: Segregation and the Making of the Underclass by Douglas S. Massy and Nancy A. Denton
  • The South Side: A Portrait of Chicago and American Segregation by Natalie Y. Moore

 

Themes:

  • African American/Black History
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Housing
  • Stereotypes and Discrimination