Black History Month

……………bhm-back….. .. Celebrating Black History in Classrooms, Groups or for private reflection. Here is a selection of units and lesson plans for use in Black History Month or for of any time . . . .

 

Celebrating Black American Arts

This short, but flexible lesson plan provides a variety of options for students to become familiar with African American culture including through research and presentation. Options include the contributions of African Americans to dance, art, music, food/cuisine, and science.

Download Celebrating Black American Arts (PDF)

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Connecting The Dots:

Racism, Activism, & Creating a Life
by Storyteller Michael McCarty

African American Storyteller Michael McCarty tells his true story Connecting the Dots: Racism, Activism & Creating a Life.

Racism in Chicago … the Black Panthers …Activism and the institution … Expulsion from High School …. Drugs …. Searching … Journeys around the world … Stories and people that shape us ….Ways and paths to self-discovery … With humor and hope the storyteller “connects the dots” in his life.

Invite your students in to explore their responses to McCarty’s challenges, dead-ends and the people and events that shaped his life’s journey.

Let Michael McCarty’s story inspire conversation among your students (and faculty) about the issues of racism, standing up for one’s beliefs, working for change in the world and in our lives and the power of stories to inspire and connect.

Complete text and audio download of this story come in a short version and a long version. Connecting the Dots is an ideal discussion starter for college age, young adults and justice and peace groups. Lesson Plan provides questions and activities..

Click here for Connecting the Dots

Go to other short video stories by Michael McCarty:  RaceBridgesStudio.com and go to the Video Showcase menu

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We All Have a Race: Addressing Race and Racism

A lesson plan that 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 is a basic begining unit to consider race and racism with respect and discovery. Teacher guide and student activities.

Click here for We All Have A Race

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A White Girl Looks at Race:

Davey Crockett; Us vs Them; The Dr. King March

3 Short Stories by Storyteller Susan O’Halloran

Three short stories set in Chicago in the 1960′s amid racial separation, change and conflict.

Susan O’Halloran tells of meeting her first Black child as a young child herself, of the racial attitudes in growing up on the southwest side of Chcago and her memories of feeling’locked in’ when Dr. Martin Luther King came to march blocks from her home. Gripping and moving stories of the past, challenges for the present. Texts, teacher guide and student activities with audio downloads.

Click here for A White Girl Looks at Race

Go to other short video stories by Susan O’Halloran:  RaceBridgesStudio.com and go to the Video Showcase menu

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From Flint Michigan to Your Front Door:

Tracing the Roots of Racism

By Storyteller La’Ron Williams

African American Storyteller La’Ron Williams tells about his experience growing up in Flint, Michigan, where he felt nurtured by a supportive African-American community. Yet even at an early age, Williams knew there were threats to his safety when he saw on the front cover of Jet Magazine the picture of Emmett Till, a 14-year-old boy who had been killed by bigoted Whites in the South.

From that jarring moment onward, Williams describes the experience of growing up in parallel worlds: a Black world that loved and mentored him and a White world that, even in its most benign expression, assumed a “neutral status” that for African-Americans was neither neutral nor benign. Using examples from the media and from his own experiences in a town divided by racial tension, Williams creates a story that tells the truth about American racial hierarchy while also offering hope for all those eager to transcend its legacy. Full text of story, audio downloads and student activities included.

Use this story as a way to introduce topics related to race, to deepen your conversations about the distinctions between personal and institutional racism, to address race and unconscious bias in the media, or to provide another way to celebrate African-American Heritage Month in February

Click here for From Flint Michigan to Your Front Door

Go to other short video stories by La’Ron Williams:  RaceBridgesStudio.com and go to the Video Showcase menu

YOU NEVER KNOW WHAT THE END WILL BE

By Storyteller Diane Ferlatte

 

Story Summary:

 In 1972 Diane marries outside her race (as they say) and her mother-in-law refuses to attend the wedding, among other things. What happens to the family’s relationship afterward is anyone’s guess.

 

Discussion Questions:

  1. Since most cities and neighborhoods are not integrated in a balanced manner, or are, in fact, still segregated, what are the ramifications for an interracial couple and their children when they live in a non-integrated neighborhood, where the churches, schools, etc. are either predominantly one group or the other?
  2. In a Black/White marriage, for example, one or maybe both spouses may not feel totally comfortable in the social/cultural setting of the other spouse. For instance, the white spouse may feel ill at ease being the only white person at a Black party or in a Black church, or vise versa. Do you think this situation might apply more to one spouse than the other, and, if so, how might that affect their marriage and other choices they make?
  3. Many biracial or mixed race young people identify themselves as such, yet almost all Black/White biracial young people identify themselves as Black, period. Why do you think this is true? What historical forces encouraged this identification? What happens to the child who doesn’t look “Black”?

Resource:

 

Themes:

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

The Teacher as Learner

 

Story Summary:

Nancy shares some of her favorite teaching moments when students from different cultures turn the tables and teach her about stories from their cultures. Second grader, Luis, tries to be patient with his teacher, but despairs of ever getting Nancy to pronounce “pantalones” correctly. Nancy learns just how challenging it is to communicate in another language.

 

Discussion Questions:

  1. What happened when the second graders taught Nancy the Spanish version of The Little Old Lady Who Wasn’t Afraid of Anything? What were the benefits that for once the students were the language teachers instead of the language learners?
  2. What are some other ideas for reversing the roles of teacher and learner – particularly for students whose first language is not English?
  3. Why do you think the 7th graders were so eager to find and hear stories from their cultures of origin? How did telling The Story of Tam and Cam help the two Vietnamese students start telling stories about their life before coming to America?
  4. Does each group who comes to this country eventually lose its culture? What is gained and what is lost through assimilation or through holding on to one’s culture?

 

Resources:

  •  The Little Old Lady Who Was Not Afraid of Anything by Linda William
  • La Viejecita Que No Le Tenia Miedo a Nada (The Little Old Lady Who Was not Afraid of Anything, Spanish Edition) by Linda Williams, translation by Yolanda Noda
  • The Oryx Multicultural Folktale Series – each book collects variants from many cultures of one tale type (Cinderella by Judy Sierra, Beauties and Beasts by Betsy Gould Hearn, Tom Thumb by Margaret Read MacDonald, A Knock at the Door by George Shannon)

 

Themes:

  •  Crossing Cultures
  • Education and Life Lessons
  • Identity

THE IMPORTANCE OF CONTINUING A BLACK HISTORY FOCUS

We cannot underestimate the impact of what storyteller Anne Shimojima calls “looking into the mirror of life and never seeing your own reflection.”

In this video “Taming the Fire“, story artist Sheila Arnold describes her teenage discovery of African American History. Luckily for Sheila, she had a teacher who understood Sheila’s anger at not learning about her heritage. Her teacher appreciated Sheila’s passionate and rightful desire for the truth and was able to transform that energy into inspiration for herself and all of her students.

Sometimes, those of us who are not identified as African American, think of Black History in terms of when Americans of African descent got the right to vote or sit at a lunch counter. The obstacles faced were so much deeper and wider than that and included: the right to know your name, the right to know your family, the right to hold office, the right to be in the military, the right to sign contracts, the right to buy homes, the right to enter most professions, the right to read, the right to go to school, the right to medical care, the right to refuse sterilization, the right to give evidence against a white man, the right to live without constant threat of physical harm and death to you and your loved ones and on and on. The fact that in spite of all this danger, disrespect and discrimination African Americans made contributions in every field of American life is a true testament to the human spirit.

In order to survive and even thrive under this constant onslaught to their humanity African Americans were able to lean on the gifts from their African cultures as well as develop a unique African American culture that is nurturing, strong and varied. Each African American child deserves to know about the beauty and struggle from which they come and all American students need to understand and appreciate how the United States is as democratic and as true to its ideals as it is because of African Americans.

THE HISTORY OF NATIONAL HISPANIC HERITAGE MONTH

hhmDid you know that National Hispanic Heritage Month actually started as a one-week celebration? The observation started in 1968 under President Lyndon Johnson and was expanded to 31 days under President Ronald Reagan in 1988.

Do you know why it starts in the middle of the month, September 15th, instead of on the first of the month as other ethnic celebrations do? That’s because Hispanic Heritage month includes the history, culture and contributions of American citizens whose ancestors came from Spain, Mexico, the Caribbean plus Central and South America.

September 15 is significant because it is the anniversary of independence for several Latin American countries including Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. In addition, Mexico celebrates their independence on September 16 and Chile on September18th.

Who calls himself or herself “Hispanic” or “Latino”? The U.S. Census Bureau defines the category as those of Spanish origin regardless of race. The 2010 Census identified 50.5 million people or 16% of the population as being of Hispanic or Latino origin. As you might guess, the top two places in the U.S. with the highest percentage of Latinos are Texas and California, but populations are rising throughout the U.S.

Whether you have many, few or no Hispanic children in your classrooms, observing National Hispanic Month is important for your students who are Latino as well as for those who will most certainly be studying, working and living alongside people of Spanish-origins.

For ideas on lessons plans that highlight the history and contribution of Hispanic Americans go to: http://racebridgesstudio.com/how-do-you-perceive-mexico

For examples of Hispanic art collections, videos and images go to:  http://hispanicheritagemonth.gov

THE DR. KING HOLIDAY : DAY OF SERVICE Contributing vs. Taking ?

What is the difference between contributing and taking? Do the students of today understand this distinction? Can they put it into practice? As educators, it is our responsibility to ensure that the mlk-stampyouth of today play a role in positively contributing to our society. After all, we want our future leaders and caregivers to build our communities up and expand our resources, rather than become those who tear down our quality of life.

It is important to discuss with students, on a regular basis, the value of contributing. Contributing to conversations, to programs, to the world in a positive way. Contributing means giving or donating. It could refer to time, energy, talents, money, or resources. Students should see that everyone, regardless of age or race, has the ability to contribute to our world in a positive way and make a difference. That is how we learn about each other – values, cultures, beliefs. And that is how we make our world a better place for everyone. 

Taking is just that. Taking. It doesn’t offer anything in return. It isn’t helpful. It isn’t kind. It doesn’t improve the quality of life for anyone – except the taker, and that is usually temporary and minimal. All actions have consequences. Taking can suggest a negative action and has a negative consequence. Contributing, on the other hand, is a positive action with positive consequences. Contributing often has a ripple effect – impacting people positively miles away and generations apart.

How can schools and teachers impart these valuable life lessons to students? Below are a few tips:

  • Value the opinions, beliefs, and experiences of every student. Encourage students to form their opinions based on fact, not rumor.
  • Encourage students to share in class. Tying academic lessons to life experiences cements understanding of those lessons. Don’t be afraid to allow the lesson to drift to this area. The results are priceless.
  • Provide opportunities of service and volunteerism for students. Some schools even require students to participate in some sort of service. Have students select a service, and then have them sign an agreement to complete the task.
  • Expect students to participate positively while in school, and support activities that promote student service.
  • Set up a field trip (or several) during the school year where the entire class participates in an act of service.

 

FOR FURTHER IDEAS ON THESE THEMES  SEE RACEBRIDGES RESOURCE :

GIVING IT BACK : SERVICE LEARNING IN YOUR CLASSROOM 

Thanksgiving and Belonging

Many Meanings and our First Nations Peoples

The holiday of Thanksgiving is upon us.  Perhaps more than any other gathering, Thanksgiving, with its richly mythologized history and emphasis on the table of family and fellowship, gives teachers and students a golden opportunity to reflect on the larger, metaphorical “American table” and who is – and isn’t –  included. By asking, “Who’s missing from our table?” educators can open up a timely discussion about inclusion, diversity and welcome in America.

In discussing the story of the original Thanksgiving table, teachers can mine students’ understanding of an event that schoolchildren have always been taught was about peace and fellowship between two peoples. Of course, most historians agree that this traditional story has been highly mythologized – and neglects the painful truth about Native American genocide and assimilation. When students understand that the first Thanksgiving table was perhaps not as welcoming as they’ve been taught, they can more easily take a look at their own gathering tables, literally and metaphorically. And they can begin to consider who may or may not feel included at those tables.

  • Begin by asking students what they know about the first Thanksgiving. You’re likely to hear about the Pilgrims’ black clothes and shoe buckles, about the Indians contribution of corn, how the two groups came together peacefully to share a meal, and so on..
  • You can then explain to them how much of this story is untrue. For example, we know that these Puritan Pilgrims would not have worn black on a weekday. We know that many Native Americans were massacred by Americans in that period of time. For many students, this will be an entirely new way to look at a traditional American story — and it may get them thinking about why they’ve only heard the story from one perspective..
  • Next, organize students into small groups where they can focus on telling their own stories. Pose the question, “Was there a time in your life where you and your family felt included or excluded as an American? Or maybe there was a time you included or excluded someone else?”.
  • In closing, have students report on their stories of inclusion and exclusion by stating ways in which they were disappointed by their country, and the ways in which they’re proud and hopeful about their country..

Reflecting on and telling our own American stories in the classroom is one way we can “open up” the American table.  As we prepare to celebrate one of the most beloved holidays of our country, it’s crucial that we ask ourselves who s missing from any of the tables at which we sit and then make sure  that we reach out to and include those folks. Only when we pay attention to who is missing from our table can we act to make sure all are welcome there.

Get free lesson plans and short videos highlighting Native American Month and Thanksgiving.

THE DR. KING HOLIDAY : DAY OF SERVICE

What Can Students Do?

Part of educating our students involves making them aware of the world in which they live – the good and the bad, the positive and the negative, the right and the wrong, the haves and the have-nots. As the future leaders of our country, today’s students must be exposed to the realities of the present day. We must teach them to recognize things that need change, to dream big, to set goals, and how to go about making changes in our world.

What can schools and teaches do to bring awareness to students and to encourage acts of service? Below are a few ideas to get started with:

  • Talk to students about what an ideal world looks like to them. Brainstorm qualities and write them down. Next, have a discussion with students about how the world lines up with their “ideal world.” Then, dialogue with students about things that they think need fixing or changing in our world. Encourage them to think of those that may need assistance.
  • Allow students to come up with ideas of service that would help to achieve their ideas for a better world. Suggest a few things to get them started, like: shoveling snow for a neighbor, serving food at a homeless shelter, reading or providing entertainment to the elderly at a retirement home, cleaning up the neighborhood park, volunteering, etc.
  • Provide outlets for students to complete their acts of service. Create a list of services with the students, and then look for places where those services can be provided.
  • Offer food and clothing drives for those in need.
  • Visit www.mlkday.gov to find fantastic opportunities for service in your own community. See if any would work for your school/students.

 

FOR FURTHER IDEAS ON THESE THEMES  SEE RACEBRIDGES RESOURCE :
GIVING IT BACK : SERVICE LEARNING IN YOUR CLASSROOM 

Storytelling: The Oral Tradition of Native American People

November is Native American Month

Storytelling As Strength

Who among us doesn’t like to hear a good story? Students are no different, even if they claim to be too old for such activities. Exciting and appealing, storytelling represents a strong method of conveying information in an engaging manner.

Valuable lessons can be taught and learned from this practice. In Native American culture, this practice is known as oral tradition. It is the sharing of life experiences, knowledge, and wisdom through storytelling. These stories are passed down from generation to generation, giving the culture’s youth a sense of belonging while instilling the system of beliefs, values, and traditions of Native Americans to its youngsters.

In some of the First Nations Tribes there is a growing concern that the ancient oral traditions and tribal languages are dying out with the aging elders, and the young often losing touch with that richness and family connectedness.

Below is one example of Native American oral tradition. Share it with students of all ages, and see if you can find meaning and life lessons in its words.

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Hero with the Horned Snakes (Cherokee)

 

cr_Richard_Hook-NA_Myths-09-222x300In ancient times, there lived some very large snakes that glittered nearly as bright as the sun. They had two horns on their heads, and they possessed a magic power of attraction. To see one of these snakes was always a bad omen. Whoever tried to escape from one instead ran directly toward the snake and was devoured.

Only a highly skilled medicine man or hunter could kill a two-horned snake. It required a very special medicine or power. The hunter had to shoot his arrow into the seventh stripe of the snake’s skin.

One day a Shawnee Indian youth was held captive by the Cherokees. He was promised his freedom if he could find and kill a horned snake. He hunted for many, many days in caves, over wild mountains, and at last found one high in the Tennessee Mountains.

The Shawnee youth made a large circle of fire by burning pine cones.Then he walked toward the two-horned snake. When it saw the hunter, the snake slowly raised its head. The Shawnee youth shouted, “Freedom or death!”

He then aimed carefully and shot his arrow through the seventh stripe of the horned snake’s skin. Turning quickly, he jumped into the center of the ring of fire, where he felt safe from the snake.

A stream of poison flowed from the snake, but was stopped by the fire. Because of the Shawnee youth’s bravery, the grateful Cherokees granted him his freedom as they had promised.

Four days later, some of the Cherokees went to the spot where the youth had killed the horned snake. They gathered fragments of snake bones and skin, tying them into a sacred bundle. These they kept carefully for their children and grandchildren, because they believed the sacred bundle would bring good fortune to their tribe.

Also on the same spot, a small lake formed containing black water. Into this water the Cherokee women dipped their twigs used in their basket making. This is how they learned to dye their baskets black, along with other colors.*

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*Native American Lore. (n.d.). Retrieved 9 5, 2011, from ilhawaii.net/stony/lore142

Go to our Free Lesson Plans and
Videos for November highlighting

Native American Month & Thanksgiving

STOP TREATING PEOPLE AS EXOTIC OTHERS

Of course, we want to introduce students to the wider world. But teachers have unwittingly introduced other groups and cultures as if those groups were the exotic others.Human zoo

For example, schools hold International Festivals that have the flavor of “look at these unusual foreign people.” When groups of people are seen as exotic or patronizingly precious that are no longer “real” people.

Plus, the people of the world are not only international. They are here. They are Americans, Americans with a wide array of viewpoints and desires. They are people to recognize, appreciate, respectfully disagree with, live with, love with, work with and study with on a day-to-day basis, not just once a year.

Without intending to, we can keep a group of people at arm’s length while, at the same time, giving ourselves the false feeling that we are being inclusive.

We want to remember that as recent as the 1950s, people from other parts of the world as well as African and Native Americans were displayed in the U.S. as if animals in a zoo. The displays were often part of a continuum that ranked groups from apes to real people i.e. Europeans. Without meaning to, our study of other cultures can have a tinge of the same feeling.

It takes more time, thought and true connections with people with whom we’ve had less experience to be able to honor the complexity and variety within other cultures as well as understand our own cultural backgrounds with their unique histories, oddities and perspectives.

Stereotypes: Disproving the Myths About the Hispanic Community

With the growth of Hispanic population in America readily increasing, it is important to address the need for schools to avoid and debunk the myths surrounding the Hispanic community. School should be a safe place for students to go where self-esteem is enhanced and learning reaches its highest potential. As leaders in the educational realm, teachers must set the example in the classroom. What are the stereotypes that exist about the Hispanic community? How can teachers disprove these? Below are a select few myths with appropriate guidelines for teachers to follow. 

  • Most Hispanics are immigrants. Untrue. Only about one-third of Hispanic population in America are immigrants – the remainder have all been born in America.*.Teachers should be aware that family is a huge factor when considering cultural heritage – much more so than being born in the actual country itself.
  • Most Hispanics do not value education. Also untrue, even though the alarmingly low rate of high school graduation in the Hispanic community shows otherwise..Teachers should be aware that many factors affect the decision of Hispanic youth who choose to drop out of school – the needs of the family are of great importance. Hispanic students may have to make the choice to help provide financial support for their impoverished family rather than finishing school. Very often survival comes first, and education falls to those who can afford it. Often a language barrier makes education very difficult. And finally, a lack of understanding from the mainstream culture makes education simply too hard altogether. It is not that educational value is unseen, rather, that the price for it is too high.*
  • Student capability is determined by whether they fit into the cultural mainstream. Wrong. Student capability is never decided by the mainstream of anything..Teachers should be aware that finding out about student backgrounds is a valuable tool. Teaching styles greatly impact student learning. Societal norms do not predict student success, and should not be relied upon to do so.
  • Family status and income are determining factors in determining student potential. Another myth. While these may affect individual student academic success to some degree, potential is determined by the student..Teachers should be aware that every student has the potential to succeed. Expect the same amount of effort from each student, and give the same amount of genuine encouragement and praise to each student. Demand the same level of excellence from each student, challenging them to always do their best work possible.
  • Academic success is measured by mastery of the English language. False. Being able to communicate in English does not signify an understanding or a lack of understanding of the academic material..Teachers should be aware that fluency of the English language does not constitute academic success. Knowing the language does not translate into mastery of the content of the academic subject areas. Focus on the understanding of the material, not the understanding of the language when gauging academic success.

 

For activities and ideas for the classroom or for youth or

young adult groups in and around Hispanic Heritage Month

RaceBridgesVideos.com

 

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*Shear, L. (2007, 3 19). Myths and Truths Regarding Hispanics in America. Retrieved 8 1, 2011, from associatedcontent.com

CIVIL RIGHTS : SNCC- A Nonviolent Fight for Freedom

 

February is Black History Month. It is a time to recognize strong leadership and significant contributions from American history of black citizens. It is a time to celebrate the achievements and notable accomplishments that bettered our world. But there were many organizations that enriched the lives of Americans. Take a moment to consider the many, many groups and organizations that worked so hard to make change happen.

One such organization is SNCC. Below are some frequently asked questions and answers about this important, yet not so widely known organization during the Civil Rights Movement. Share them with your students. Make a trivia game out of the facts below. Create a webquest or scavenger hunt for facts about this group for your students. But mostly, let them be enlightened by the existence of this organization and their push for freedom.

Q: What does SNCC stand for?

A: SNCC stands for Student Nonviolent Coordinating Committee.*

Q: When was this group established?

A: It was founded in April 1960 by young people who had emerged as leaders of the sit-in protest movement initiated on February 1 of that year by four black college students in Greensboro, North Carolina.*

Q: Why was it formed?

A: SNCC’s emergence as a force in the southern civil rights movement came largely through the involvement of students in the 1961 Freedom Rides, designed to test a 1960 Supreme Court ruling that declared segregation in interstate travel facilities unconstitutional. By the time the Interstate Commerce Commission began enforcing the ruling mandating equal treatment in interstate travel in November 1961, SNCC was immersed in voter registration efforts in McComb, Mississippi, and a desegregation campaign in Albany, Georgia, known as the Albany Movement.*

Q: What do they stand for?

A: The statement of purpose of the organization is : “We affirm the philosophical or religious ideal of nonviolence as the foundation of our purpose, the presupposition of our faith, and the manner of our action. Nonviolence as it grows from Judaic-Christian traditions seeks a social order of justice permeated by love.”*

Q: What type of ways did they use to get their messages out?

A: SNCC primarily used demonstrations, protest groups, and sit-ins to get their messages out and let their voices be heard.*

Check out these websites for further study on SNCC!

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* (n.d.). Retrieved 2 3, 2013, from Martin Luther King, Jr. Research and Education Institute: http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_student_nonviolent_coordinating_committee_sncc/

 

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

 

 

The Hmong and Schools: Creating Culturally Sensitive Classroom

Hmong story quilts
will sometimes display
political messages,
or scenes of war.

RaceBridges highlights a group of Asian American people who are rarely heard about but have much to say : The Hmong.

The Hmong people are an immigrant group to America. They came to the U.S. in the 1970s . The Hmong are an Asian ethnic group from the mountainous regions of China, Vietnam, Laos and Thailand. The brief ideas and activities below will promote further study, not only of the Hmong American community but of the arrival of the very many and varied groups of immigrants that have made up America.

What is it like to be an immigrant in America? Often, it is a confusing place to live. Laws and beliefs are different in a new country. Language becomes a significant barrier, and customs are critiqued by all. Below are some basic beliefs and behaviors of the Hmong culture. See if you can identify potential problems when not familiar with American laws and customs. 

Hmong culture, in general, believes:

  • Girls are ready for marriage by the age of 13 or 14 years old, usually to an older man. American law considers this child abuse.
    .
  • Marriages are often done through Hmong culture and not through U.S. legal channels. This makes life difficult for Hmong women if there is a divorce or abandonment because it was not recognized as a legal marriage in the U.S. to begin with. There is also belief in polygamy in the culture – problematic all the way around.
    .
  • Girls who marry young will usually have children young, preventing them from finishing high school. This perpetuates the Hmong struggle for education.
    .
  • Hmong people value the family greatly, and desire for everyone to be together. Ten to twelve people may live in housing intended for 3-4. Rental housing in America usually has limitations on how many people can live in a specific space.
    .
  • Older generations of Hmong have the understanding that wilderness belongs to everyone, and is available for hunting or anything else. The concept that open land might be privately owned is a foreign concept to them. This can bring about great problems, due to simple misunderstanding and cultural differences.
    .

How do students feel about the Hmong population in America? How can schools and teachers learn about the cultural differences, and foster positive attitudes among students? Below are a few bits of information about attitudes toward the Hmong people, and a few tips for developing a culturally sensitive classroom.

Attitude toward the Hmong:

Americans find it difficult to distinguish Hmong from Vietnamese or other Asian groups.

Culturally Sensitive Classroom Tip:

  • Invite all students to talk about their cultural heritages. Encourage activities that blend the cultures and offer understanding.

Attitude:

Americans are perplexed by the rituals and music of the Hmong culture.

Tip:

  • Set aside a cultural appreciation day, encouraging students to bring in physical objects and music of their culture. Share an instrument or a song in the classroom.
  • Allow students to share information about traditions of their culture or explain the meaning behind the ritual or music. Celebrate the uniqueness of culture!

Attitude:

Americans do not understand why or how the Hmong came to be in U.S.

Tip:

  • Offer lessons that supply historical information about the Hmong contribution during the Vietnam War. Explain what happened during that time. Simply make the information available to students, as most probably have no idea of the historical background of the Hmong people or how they came to America.
  • Invite an elder of the Hmong community to share his/her experiences with the class.
  • Provide printed materials, photos or articles that give additional facts for students to absorb. Students thrive on “hands-on” activities.

Attitude:

Americans have little knowledge of the history or background of the Hmong culture.

Tip:

  • Talk about the Hmong culture! Implement a lesson about the Vietnam War that includes the Hmong involvement in it.
  • Ask an elder of the Hmong community to share knowledge, rituals, traditions, beliefs, experiences, etc. with the class.

Attitude:

Americans view the Hmong people as hard-working and polite, but uneducated.

Tip:

  • Stress the importance and value of being a hard-worker in the American society.
  • Being polite is equally valued, but is sometimes seen as a lack of assertiveness. With a large population of Hmong in Minnesota (the state where politeness is referred to as “Minnesota Nice” because the people are overwhelmingly polite), this quality is genuinely appreciated and valued.
  • Be open with students about the background of the Hmong people – that they came from Laos where there was simply no need for education. The people lived in the lovely countryside with family enmeshed all around. Great academic strides have been made for the Hmong. Celebrate their achievements.

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Sources:

http://www.everyculture.com/multi/Ha-La/Hmong-Americans.html. (2012). Retrieved 1 21, 2012, from Every Culture: http://www.everyculture.com/multi/Ha-La/Hmong-Americans.html

(2008, 9 13). Retrieved 1 21, 2012, from Asian Week: http://www.asianweek.com/2008/09/13/persistent-invisibility-hmong-americans-are-silenced/

Lindsay, J. (2012). http://www.jefflindsay.com/hmong-clash.html. Retrieved 1 21, 2012, from http://www.jefflindsay.com/hmong-clash.html

Sensitivity or censorship?

Controversy is brewing over a new edition of Mark Twain’s Huckleberry Finn, which seeks to replace all 219 instances of the “n word” with the word “slave.” While the publishers’ intent is sensitivity, many people consider the change a dangerous case of censorship.

For educators, issues like this are especially thorny. How do we teach our students about the difficult realities of history—and explore American literature’s place in that history—without creating a contentious classroom? Do we omit difficult facts and language, or do we confront them? And when we do confront them, how can we create an environment that helps our students speak openly, think critically, and exercise compassion?

Find lesson plans like What’s Racism Got To Do With Me ?, We All Have A Race and Keep the Peace! available free at: RaceBridges Studio

Remember the Holocaust

images The Holocaust : National Days of Remembrance

The US Congress established the Days of Remembrance as our nation’s annual commemoration of the Holocaust.

RaceBridges remembers the Victims of the Nazi Holocaust in World War II Europe. We remember too the aging survivors of the Holocaust.

The Holocaust was the state-sponsored, systematic persecution and annihilation of European Jewry by Nazi Germany and its collaborators between 1933 and 1945. Jews were the primary victims—six million were murdered; Roma (Gypsies), people with disabilities, and Poles were also targeted for destruction or decimation for racial, ethnic, or national reasons. Millions more, including homosexuals, various faith groups, Soviet prisoners of war, and political dissidents, also suffered grievous oppression and death under Nazi Germany.

The theme of of the 2011 Days of Remembrance is Justice and Accountability in the Face of Genocide : What Have We Learned ?

RaceBridges invites you to listen to these four original short stories told by professional storytellers. These stories remember the Holocaust,  and are about people who escaped from the Holocaust and their enduring witness . . .

 

Use these stories for personal reflection or for student and group discussion.

Further Information :
http://www.ushmm.org/remembrance/dor/

REFLECTIONS ON KWANZAA (Part 2 )

Be inspired. Be uplifted.

Kwanzaa is an annual festival celebrated in many African American communities, churches, schools and homes December 26 through January 1.  This ritual was created in 1966 by Dr.  Karenga of California State University, Long Beach, CA.  It is celebrated throughout the USA and around the world and is born of values from Africa.

When the Kwanzaa ritual is celebrated fully there are seven values or principles that are remembered and valued on each of the days of Kwanzaa. They embody the strengths, solidarity, struggles, dignity and hopes and goals of the community.

The 7 Kwanzaa principles are :

Umoja (Unity) To strive for and maintain unity in the family, community, nation and race.
Kujichagulia (Self-determination) To define ourselves, name ourselves, create for ourselves and speak for ourselves.
Ujima (Collective work and responsibility) To build and maintain community together and make our sister’s and brother’s problems our problems and to solve them together.
Ujamaa (Cooperative Economics)  To build and maintain our own stores, shops, and other businesses together.
Nia (Purpose) To make our collective vocation the building of our community to restore our people to their traditional greatness.
Kuumba (Creativity) To do as much as we can to leave our community more beautiful and beneficial than we inherited it.
Imani (Faith)  To believe with our hearts in our people, our parents, our teachers, our leaders and the righteousness of our struggle.

 

The Kwanzaa seven principles have a universal message for all people – good will. These values stress the importance of uniting people through shared beliefs and acts, resulting in the strengthening and celebration of family, community, and culture.* 

In our uncertain world of unstable economies, war-torn countries, and growing concerns of safety, Kwanzaa is a holiday with harmony and joy at its crux. It brings people together – all countries, all religious traditions, all classes, all ages and generations, and all political persuasions – using the common ground of celebrating the African culture in all its historical and current diversity.*

The 7 principles or values of Kwanzaa are rich in motivation and inspiration, even if you are far from the African American community. Here are some ideas to generate some teaching modules in your classroom or school. In this article, the final four values are highlighted. (The first three Kwanzaa principles are featured in an earlier article. Scroll Down.)

Inspired by Kwanzaa, consider these activities for your classroom or group:

  • COOPERATIVE ECONOMICS
    • Create opportunities for students to participate in business experiences, such as: school store operations, fundraisers, cafeteria purchases, concessions, etc.
    • Allow students to vote on how certain monies will be spent, such as fundraiser money.
    • Give students chances to budget money set aside for field trips or picnics. What should the money be spent on? What are the priorities?
    • Let students complete order forms and meet with community store owners.
  • PURPOSE
    • Inform students of WHY. Don’t simply teach blindly, TELL the students why they are learning a particular concept. Apply it to the real world.
    • Practice goal-setting with students. Offer incentives and rewards for successful achievement.
    • Offer opportunities for students to interact with each other in problem-solving situations.
  • CREATIVITY
    • Practice “green” habits in the classroom, and encourage the students to participate. Assign tasks. Recycle. Reduce electricity usage. Minimize trash.
    • Provide space for the science or consumer science departments to grow a garden, plants, or flowers. There could even be a flower sale in the spring that students could collaborate.
    • Spruce up the landscaping – let students plant along the sidewalks or front entrance of the school. There could also be seasonal crafts put together for inside the school.
  • FAITH
    • Offer opportunities for students to show school spirit. Pep rallies. Assemblies. Clothing with school insignias that can be purchased. Talent shows. Basketball games that have students vs. teachers. Team or department contests. Challenges between grade levels.
    • Hang posters school-wide that boast school support, and encourage positive student interactions.
    • Involve parents in school activities. There are always opportunities for parents to volunteer, chaperone, or assist in activities.

__________

*(n.d.). Retrieved 11 1, 2011, from Africa Within: http://www.africawithin.com/kwanzaa/kwanzaa_values.htm

REFLECTIONS ON KWANZAA (Part 1 )

Be inspired. Be uplifted.

Kwanzaa is an annual festival celebrated in many African American communities, churches, schools and homes December 26 through January 1.  This ritual was created in 1966 by Dr.  Karenga of California State University, Long Beach, CA.  It is celebrated throughout the USA and around the world and is born of values from Africa.

When the Kwanzaa ritual is celebrated fully there are seven values or principles that are remembered and valued on each of the days of Kwanzaa. They embody the strengths, solidarity, struggles, dignity and hopes and goals of the community.  

The 7 Kwanzaa principles are :

Umoja (Unity) To strive for and maintain unity in the family, community, nation and race.
Kujichagulia (Self-determination) To define ourselves, name ourselves, create for ourselves and speak for ourselves.
Ujima (Collective work and responsibility) To build and maintain community together and make our sister’s and brother’s problems our problems and to solve them together.
Ujamaa (Cooperative Economics)  To build and maintain our own stores, shops, and other businesses together.
Nia (Purpose) To make our collective vocation the building of our community to restore our people to their traditional greatness.
Kuumba (Creativity) To do as much as we can to leave our community more beautiful and beneficial than we inherited it.
Imani (Faith)  To believe with our hearts in our people, our parents,our teachers, our leaders and the righteousness of our struggle.

 

The Kwanzaa seven principles have a universal message for all people – good will. These values stress the importance of uniting people through shared beliefs and acts, resulting in the strengthening and celebration of family, community, and culture.*

In our uncertain world of unstable economies, war-torn countries, and growing concerns of safety, Kwanzaa is a holiday with harmony and joy at its crux. It brings people together – all countries, all religious traditions, all classes, all ages and generations, and all political persuasions – using the common ground of celebrating the African culture in all its historical and current diversity.*

The 7 principles or values of Kwanzaa are rich in motivation and inspiration, even if you are far from the African American community.  Here are some ideas to generate some teaching modules in your classroom or school.   In this article, the first three will be highlighted. (The final four principles will be featured in an upcoming article. Scroll Up.)

Inspired by Kwanzaa, consider these activities for your classroom or group:

  • UNITY
    • Encourage students to work together to complete school-wide tasks. Consider these ideas: canned food drives, fundraisers for the school to achieve school improvement goals, picnics, volunteerism, field trips that promote teamwork, etc.
    • Put together group projects.
    • Gather students for assemblies with community-building as the theme.
  • SELF-DETERMINATION
    • Encourage students to work assignments/projects through to completion.
    • Set up positive reinforcement goals with students.
    • Set goals with students – daily and future.
    • Include activities in the classroom that are both short-term and long-term.
    • Encourage students to stand up for what they know is right.
  • COLLECTIVE WORK AND RESPONSIBILITY
    • Set up assignments and activities that utilize groupwork and partner work.
    • Establish and enforce no tolerance policies for bullying, drug use, violence, etc. at school.
    • Create student leadership opportunities for students to excel in.
    • Design occasions for students to succeed in responsible tasks.

__________

*(n.d.). Retrieved 11 1, 2011, from Africa Within: http://www.africawithin.com/kwanzaa/kwanzaa_values.htm

Reflecting on Dr. King: Taking a Stand: Teaching Our Students to Consider Those Less Fortunate

What can students learn today about the highly influential Dr. Martin Luther King, Jr.? So much is accessible for students to learn about the man and his works that it is impossible for students today to be a part of our society and not know of him. He changed our country, our mentalities about liberty and human rights. It is nothing short of amazing what one man with a powerful voice can accomplish in a fleeting period of time.

Students should be able to take away from a study of his life and accomplishments the strong set of values
that he possessed. Values that he saw as so basic, everyone should have them.

He was, and still is today, a commanding authority on the rights of the individual. He spoke for those who had no platform and no hope. He opened doors that had been sealed shut. He encouraged volunteerism and a serving spirit. 

Below is a list of service opportunities that students could participate in during the school day, either in school or in the community. There is no more fitting place for Dr. King’s values to be put into practice than with the youth of today. Explore these opportunities with your students, and let them choose  one or many to participate in. When students are allowed a voice, their voices become much stronger.

  • Organize a food drive
  • Make crafts for kids in the hospital or those in nursing homes
  • Shovel snow, rake leaves, sweep floors, etc. for neighbors
  • Paint a mural in the community
  • Clean up an area of the community that needs work (parks, for example)
  • Plant trees for the community
  • Research your community to see what their needs are
  • Help out at an animal shelter
  • Deliver meals to the elderly
  • Babysit for a single parent for an evening
  • Collect recyclables
  • Serve meals at a homeless shelter
  • Organize a clothing drive for kids in need

 

Explore the many free lessons, resources and videos with themes of community building and inclusion found on our web sites. 

Reality Check: Truths and Myths of the Native American People

.What do you know about the Native American culture?
.What are the stereotypes and realities?
.

What do today’s schools and teachers know about the Native American people?

Take the quiz below to see if you and your students can
identify the truths and myths of this culture.

.

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  1. T or F    All Native American tribes live in tipis.This is untrue. While several tribes live in tipis, not all Native American tribes do. Encourage students to explore the dwellings of other tribes, and why tipis are not appropriate housing for all tribes.*.
  2. T or F    Native Americans worship nature and animals.False. While Native Americans hold great respect and honor for nature and animals, they do not worship them. Their belief system centers on one creator who goes by many names. Be sure to clarify the difference with students.*.
  3. T or F    A medicine man and a shaman are the same thing in Native American culture.Couldn’t be further from the truth. In Native American culture, a medicine man is someone who uses herbs to treat illness or injury. A shaman in of European descent, and have no connection to the Native American culture at all. Be sure to use correct terms when teaching students about the Native American people.*.
  4. T or F    Native Americans are lazy or refuse to work.Untrue. To understand this perception, it is necessary to know the background of this culture. Once America was “discovered,” Native Americans of all tribes were expected to completely adapt to the new culture. This meant changing beliefs, ways of life, clothing, personal appearance, dwellings, etc. When the Native Americans refused to adapt, misconceptions of work ethics developed into full-blown stereotypes that still exist today.*.
  5. T or F    Native Americans are uncivilized savages.Just plain wrong. The terms “uncivilized” and “savage” imply that these people were blood-thirsty for battle. While some Native American tribes are considered warriors (often at war), it should not be taught that every tribe was seeking to kill. Also, these words suggest that Native Americans ran about without any system of morality. Native Americans had (or still have) their own system of laws and punishment.  Living by a different set of guidelines does not characterize civility.*

__________

*(n.d.). Retrieved 9 5, 2011, from http://www.bluecorncomics.com/stertype.htm#hallofshame

Fresh Ways to Explore the Gifts and Values of Black History Month in the Classroom

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Black History Month is celebrated in February. Black Americans have contributed greatly to the growth of our nation. From artists to inventors. Engineers to authors. Judges to athletes. This culture has so enhanced our country that it is impossible to imagine what America would look like today without the accomplishments and ideals of black Americans.

How can schools and teachers call attention to these fine citizens and their achievements while allowing students to utilize their interests, talents, and creativity? Below are some engaging new ideas for exploring the black culture in the classroom during black history month.

  • Create a Soulfood Feast. Allow students to research or bring in recipes for soulfood. They design a placecard identifying their item (even its contents). Set up a day and time for the occasion, and students can bring in their creations that they made at home. Students can eat lunch in the classroom this day, sampling each other’s food..
  • Put together an internet scavenger hunt. List questions that highlight the gifts and values of black history month and have students research online to find the answers. Provide the websites where students will be doing this searching.
  • Offer an unfair or prejudice activity. Divide class into teams. Make this a trivia contest, but gradually let students see that only certain groups receive much easier questions. Once students recognize this, lead a discussion about how it felt to be treated differently or unfairly and how it felt to watch others be treated unfairly. Tie this into the theme of black history month..
  • Check to see if any local theater groups have performances centered around the holiday, and take students to a live performance..
  • Contact your local public libraries. There will often be special activities arranged here that would tie to black history month..
  • Have students research a famous black American. Then, they could create a 3D display of this person for the class or the school. Include pictures/photos, quotes, accomplishments, etc. on the display. Everyone can go on a gallery walk to view each other’s works. Consider offering prizes for the most creative, detailed, thorough, etc. works.

For further units related to Black History and many other diversity themes go to : RaceBridges Studio

Celebrating Black History Month

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Celebrating Black History in Classrooms, Group or For Private Reflection

Here is a selection of units and lesson plans for use in Black History
Month or for any time . . .

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Celebrating Black American Arts

This short, but flexible lesson plan provides a variety of options for students to become familiar with African American culture including through research and presentation.  Options include the contributions of African Americans to dance, art, music, food/cuisine, and science.

Download Celebrating Black American Arts (PDF)

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Connecting The Dots:

Racism, Activism, & Creating a Life
by Storyteller Michael McCarty

African American Storyteller Michael McCarty tells his true story Connecting the Dots: Racism, Activism & Creating a Life.

Racism in Chicago … the Black Panthers …Activism and the institution … Expulsion from High School …. Drugs …. Searching … Journeys around the world … Stories and people that shape us ….Ways and paths to self-discovery … With humor and hope the storyteller “connects the dots” in his life.

Invite your students in to explore their responses to McCarty’s challenges, dead-ends and the people and events that shaped his life’s journey.

Let Michael McCarty’s story inspire conversation among your students (and faculty) about the issues of racism, standing up for one’s beliefs, working for change in the world and in our lives and the power of stories to inspire and connect.

Complete text and audio download of this story come in a short version and a long version.   Connecting the Dots is an ideal discussion starter for college age, young adults and justice and peace groups. Lesson Plan provides questions and activities..

Click here for Connecting the Dots

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We All Have a Race: Addressing Race and Racism

A lesson plan that 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 is a basic beggining unit to consider race and racism with respect and discovery.  Teacher guide and student activities.

Click here for We All Have A Race

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A White Girl Looks at Race:

Davey Crockett; Us vs Them; The Dr. King March

3 Short Stories by Storyteller Susan O’Halloran

Three  short stories set in Chicago in the 1960′s amid racial separation, change and conflict.

Susan O’Halloran tells of meeting her first Black child as a young child herself, of the racial attitudes in growing up on the southwest side of Chcago and her memories of feeling’locked in’ when Dr. Martin Luther King came to march blocks from her home.    Gripping and moving stories of the past, challenges for the present.  Texts, teacher guide and student activities with audio downloads.

Click here for A White Girl Looks at Race

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From Flint Michigan to Your Front Door:

Tracing the Roots of Racism

By Storyteller La’Ron Williams

African American Storyteller La’Ron Williams tells about his experience growing up in Flint, Michigan, where he felt nurtured by a supportive African-American community. Yet even at an early age, Williams knew there were threats to his safety when he saw on the front cover of Jet Magazine the picture of Emmett Till, a 14-year-old boy who had been killed by bigoted Whites in the South.

From that jarring moment onward, Williams describes the experience of growing up in parallel worlds: a Black world that loved and mentored him and a White world that, even in its most benign expression, assumed a “neutral status” that for African-Americans was neither neutral nor benign. Using examples from the media and from his own experiences in a town divided by racial tension, Williams creates a story that tells the truth about American racial hierarchy while also offering hope for all those eager to transcend its legacy. Full text of story, audio downloads and student activities included.

Use this story as a way to introduce topics related to race, to deepen your conversations about the distinctions between personal and institutional racism, to address race and unconscious bias in the media, or to provide another way to celebrate African-American Heritage Month in February

Click here for From Flint Michigan to Your Front Door

 

CIVIL RIGHTS : RACEBRIDGES SALUTES. . .

THE 50TH ANNIVERSARY OF THE MARCH ON WASHINGTON

People march for equal rights, integrated schools, decent housing, and an end to bias. Aug. 28, 1963 in Washington D.C. Photo: Warren K. Leffler, courtesy of Library of Congress

A young black man orders a sundae at a southern lunch counter and, instead, winds up at a (black only) hospital with multiple cuts and bruises to his head, a smashed cheekbone and broken ribs. A young girl is knocked off her feet as fire hoses, strong enough to tear bark off a tree, are aimed at her and her mother. Four little girls prepare for Sunday morning services when a bomb rips through their church and ends their short lives. White, black and brown people link arms and sing “We Shall Overcome” after Dr. King’s thunderous voice declares again and again,

“I have a dream!”

For some of our students these images are long-ago history. For many of us, they are lived history. But whether we are younger or older, the 50th anniversary of the Civil Rights Movement in Birmingham and the 1963 March on Washington For Jobs and Freedom can be an opportunity to revitalize our dedication to creating a country that lives its ideal of “opportunity for all”.

Too often the Civil Rights movement is taught as a set of events frozen in time. We even hear that phrase “post-racialized” America as if the struggles of the Civil Rights era are done and complete. We do our students a disservice when we don’t make them aware of how rights can be won and lost and, in fact, have been several times over throughout our country’s history. The idea of progress has dominated American culture for centuries as if “onward and upward” is a guarantee. To function in civic life, students must know that American ideals are not yet reality and, therefore, as citizens, they have a very important part to play.

What solutions might our students conceive for today’s civil rights issues such as: Housing, jobs, unequal medical care, a path to citizenship for immigrants, protecting the right to vote, monitoring and enforcing civil rights laws already on the books, the wealth and education gaps between whites and people of color plus a criminal justice system which has led to a “new Jim Crow” through mass incarceration targeting men of color.

In a misguided attempt to protect our students from harsh truths or to wish the challenging parts of our country away, we may be missing a chance to re-invigorate our students’ democratic spirit. The 50th anniversary of the Civil Rights Movement can be a wake-up call that “equality and justice for all” is a work in progress and an ideal about which we must be ever vigilant.

For more information:

http://50thanniversarymarchonwashington.com/

About the events in Washington D.C.:

http://nationalactionnetwork.net/mow/

KEEP THE PEACE: Small changes for a big difference


As one year ends and another starts anew …
Here is a free gift for you during these
December days . . .
A RaceBridges unit called KEEP THE PEACE!

 

“Keep the Peace!candles32-138x300
Preparing for Conflict, Dealing with Anger and Creating Communities of Harmony”
A Teacher Resource

We celebrate the Holidays with the feasts of Hannukah, Christmas and Kwanza.We mark a brand New Year with resolutions for our students, our school and ourselves.

 

These occasions express the longing for renewal hope and peace.
We invite you as a teacher, leader or parent to consider the ways of peacemaking..

 

Creating safe, welcoming communities is the job of the entire school – teachers, administration and students..

 

In facing this challenge even small changes can make a big difference.This resource suggests some mini lesson plans and ideas for “keeping the peace” in your classroom or school.

 

Activities can be done one at a time or put together into a longer event
.

 

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Passing for WASP

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PASSING FOR WASP
By Carol Birch

 

 

Introduction:

Trying to assimilate into another culture is a difficult task. In an effort to fit in with the population in their inner city and later suburban city, storyteller Carol Birch recounts personal experiences she had with this difficult task. The desire to be American has everything to do with uniqueness and nothing to do with being just like everyone else. Listen as Carol shares how her father embraced all of his cultural heritages.

Summary:

Storyteller Carol Birch 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. Join her as she recalls personal family stories of her cultural background, and celebrate as the family embraces their heritage.

Classroom Reflections & Activities:

  • Have students find out about their own cultural backgrounds, and then share these with the class.
  • Provide time for students to research what a WASP is, and why it is part of American history.
  • Give students an icebreaker activity that allows them to ask about the cultural heritages of the other students. Create a worksheet with a list of things for students to investigate about their fellow classmates, such as: find a student whose cultural heritage speaks Spanish, find a student whose cultural heritage practices a religion different from your own, find a student whose cultural heritage celebrates a holiday you are unfamiliar with, etc. This allows students the opportunity learn about others in a non-threatening way..

Watch the video now

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

Civil Rights : Not so well-known, but No Less Essential

The Little Rock Nine

As we settle in this February to observe the accomplishments of so many notably important and influential black leaders, let us celebrate those who are not as easily recognized as champions of civil rights. Take the time to share with students many relevant black Americans who impacted the growth of our nation to become a land of the free. Many people and organizations helped to lay the foundation and framework for the Civil Rights Movement. Below is a list of some very important black Americans/organizations and their footprints that helped to lead the way for more prominent leaders who facilitated change.

Individuals & Organizations Important to the Foundation of the Civil Rights Movement:

  • Edgar Daniel (E.D.) Nixon – NAACP Montgomery chapter President; worked closely with Rosa Parks
  • Congress of Racial Equality (CORE)
  • Freedom Riders
  • Interstate Commerce Commission
  • Freedom Summer
  • Greensboro Four – Ezell Blair Jr., David Richmond, Franklin McCain, and Joseph McNeil
  • Ralph Johns
  • Stokely Carmichael
  • Little Rock Nine
  • Carpetbaggers and Scalawags
  • Freedman’s Bureau

Visit these sites for some great videos and valuable bits of information:

 

.

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

 

 

Not just another day off : How teachers can help students celebrate Dr. King’s Birthday

Dr. King Day : Turning Dreams Into Deeds

On January 16, will your students be thinking about the real reason for the national holiday? Or will they simply think of it as one part of a nice three-day weekend?

For so many students — and teachers alike — the birthday of Martin Luther King, Jr. is just another day off, rather than an active celebration of the life of America’s most prominent peacemaker. White students in particular may not think this holiday has much to do with them. And with an African-American leader in the White House, today’s young people may be thinking that racism is a thing of the past — a problem for older generations, not theirs. But in spite of great strides made since the Civil Rights era, racism still presents serious challenges for America. 

King Day offers a timely opportunity to remind students of these challenges, and encourage them to reverse the damaging beliefs, behaviors and systems associated with discrimination. So what can you do? The educators at RaceBridgesforSchools, a nonprofit initiative that offers free lesson plans on diversity and community-building, have these suggestions to help you bring Dr. King’s message and mission into your school.

  1. Promote service learning.Many people are not aware of the service component of the holiday: in 1994 Congress designated the King Holiday as a national day of volunteer service. Instead of a day off, Congress asked Americans of all backgrounds and ages to celebrate Dr. King’s legacy by serving the community. Do this at your school by organizing a day of service: students can serve at a soup kitchen, plant trees or deliver meals to homebound persons..
  2. Write a commitment pledge to racial unity at your school. King Day is an excellent time to develop and commit to a pledge against racism. Get students and faculty engaged in the process where all can contribute in a reflective and honest way to write this pledge. Have the completed pledge printed up in a large format, and encourage school administrators to adopt the pledge, distribute it, and have the students say it together at a special time during the week before King Day..
  3. Start an anti-racism or diversity club for students and/or faculty.Now’s a great time to form a group that focuses on many of the challenges Dr. King spoke of. You can begin by discussing issues and themes of ethnic and racial differences and conflicts at your schools, and move on to consider what positive actions you would like to take as a group to address these issues..

Martin Luther King’s son, Dexter, in a speech initiating the national holiday for his assassinated father, said, “The holiday for my father is not just for black people…the holiday for the birthday of my father is for all people of goodwill everywhere.” As schools work to recognize and celebrate Dr. King’s legacy, MLK Day can become more than a day off, and a more meaningful celebration for students of all backgrounds.

For more ideas about celebrating the birthday
of Dr. Martin Luther King, Jr. –and resources and
lesson plans for encouraging diversity year round —
visit RaceBridges Studio

Reflections on Minidoka

ahm-header

Introduction:

Searching for a resource for Japanese American experiences in World War II relocation camps? Alton Chung tells the true story of his journey and encounter with an 89 year old former internee who made her first visit after 66 years. This personal and challenging story is food for thought for all of us.

Summary:

Alton Chung relates the true story of his journey to the Minidoka Relocation Camp site at Hunt, Idaho and of his encounter there with an 89 year old former internee. She was 23 years old when she left this Japanese American incarceration camp and this was her first visit back to the site after 66 years.

Touring the old camp evokes emotions and thoughts of loved ones and life at Minidoka during World War II. The internee shares personal memories of that time and how the internment affected her life. The story provides a view of relocation camps that allows us to experience the difficulties encountered and, hopefully, encourages us to think differently about others.

Classroom Applications:

  • Create a webquest (an online scavenger hunt) for students to uncover information about incarceration camps
  • Visit a WWII museum
  • Write journal prompts for students to respond to daily.

Watch the video now

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Explore our many other RaceBridges videos for
Asian American Month or any other time of the year.

NATIVE AMERICANS : WHO ? WHAT ? WHEN ? WHERE ? WHY ? HOW ?

nahm-2011-450November brings us Thanksgiving  — one of the biggest holidays in our country.  It is a special time of year where we are reminded of our blessings, and encouraged to express gratitude for all that we have.

November is also Native American Heritage Month. As educators we carry the responsibility to address the complicated and painful aspects of our history that occurred between the pilgrim settlers and Native people of this land.

November also gives us the opportunity to become more familiar with the contemporary life of the First Nations People  The more we learn the more we are able to transform our disappointments and anger over the past into action today working together for a more just world. 

A CLASSROOM ACTIVITY :  

This classroom activity leads students through a process of observing, reflecting and posing questions in response to images of European settlers and Native American or First Nation people to explore issues of inclusion and exclusion today.

This activity can be built around images in your textbook, images around the school, or through the resources available through the Library of Congress website: http://www.loc.gov/teachers/classroommaterials/primarysourcesets/thanksgiving/

First, ask your students to make OBSERVATIONS along the following lines:

What do you notice first?  What is small but interesting to you?  What do you notice that you can’t explain?

Next ask your students to share REFLECTIONS on where the images came from.  Why do you think somebody made this? Who do you think was the audience for this item?  If someone made this today, what would be different?

Finally, ask you students to pose some QUESTIONS in response to the images.

Who…?  What…?  When…?  Where…?  Why…?  How…?

Ask students to draw contemporary parallels to the way that Europeans and Native people were portrayed.  For homework, ask students to bring in images from current media that reflect similar themes of exclusion between people today.  Ask students to present on the images by making observations, sharing reflections, and posing questions.

You could make these images into a collage and use it as the starting point for a class pledge for a more thoughtful Thanksgiving holiday.

Classroom Pledge:

This Classroom or Group Pledge is a way to draw together the main outcomes of your sessions with your students about Native Americans.   This text is simply a model that

can be developed in your own situation and context – with a few students or many students

or participants,

As we prepare to celebrate Thanksgiving table, let us remember that we are part of creating history today with our actions.  We’ll do what we can to be inclusive in our own lives.

Today we remember those who have been left out of the discussion, the decision-making and the fellowship of our school and of our country.

We remember times during which we have been left out or we have excluded others.  And we remember times when others have extended their hands in welcome to us or when we have been the ones to include others.

May we remember to include all people at the tables at which we sit in the future.  There is room for all of us.

Ideas for Lesson Plan Starters :

  • Students could read the Presidential Proclamation of Native American Heritage Month and then investigate the people the President refers to as distinguished “inventors, entrepreneurs, spiritual leaders, and scholars”..

[http://www.whitehouse.gov/the-press-office/2010/11/23/presidential-proclamation-thanksgiving-day]

  • Students could do a very local and current assessment of issues of power today by focusing on what groups are not “at the table” of decision making at your school or in the community;
  • Students could research what Native tribes lived or live in your region and investigate the particulars of those communities now;
  • Students could research the stories of how their families came to the United States, where they settled, who used to live there, who lives there now and then share those stories during class time..

Reminders for Teachers

  • Remember that conversations about power and historical accuracy can be complicated and uncomfortable for students on all sides of the issue.
  • Lay the groundwork to create a non-judgmental climate in the classroom to honestly explore these issues.
  • Research Native history and contemporary life in your region so that treatment of these questions is not only historical, but also present.

 

RaceBridges Resources

Go to these RaceBridges lessons on this site for further exploration . . .

  • New – 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.
  • Search Across the Races : by Storyteller Gene Tagaban. A Native American Looks  at his mixed identities. Lesson Plan and audio download with classroom activities.
  • New – 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.

Other Recommended Resources

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You can find many other lesson plans and videos
on a variety of diversity issues and themes
at RaceBridges Studio and RaceBridges Studio Videos

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MULTIPLE ANCIENT MIGRATIONS FROM ASIA INTO THE AMERICAS?

We already know that Columbus did not “discover” America as there were people hairalready living here. But what if some of the first to settle in the northern hemisphere weren’t even First Nations but Asians?

A team of Danish scientists have uncovered a tuft of dark brown hair in Greenland that has led them to theorize that 4000 years ago there was a tribe of humans that trekked from North Asian to settle into what is now called Greenland. The DNA collected from the hair traces back to Asians, not Native Americans or the Inuit people who live there now.

This suggests that the first humans to colonize the American Arctic were Asians/Siberians, distinct from the first people who arrived in America more than 14,000 years ago.

Of course, the research goes on but the theory suggests that the travels of early Asian groups may have been wider than previously considered and that perhaps there were multiple migrations from the Bering region into the American Arctic.

Making A Difference This New Year

At about this time of year, our New Year’s resolutions can begin to wane. Our doubts creep in and we can begin to think we’re too insignificant to make a difference in our own lives, let alone anyone else’s. However, add a little imagination and who knows what we can come up with? Here are three examples.

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.

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 this new year?”

Majority Becomes Minority: The Browning of America

images3America is in the midst of a big growth spurt – a wave of increases in the populations of minorities. The Hispanic communities all over the country are swelling in numbers, and are now the largest ethnic minority group in America – totaling 16% of the entire country’s population. Furthermore, it is projected that it will reach 30% of the population by the year 2050.*

*Hispanic Heritage Month. (2007). Retrieved 8 1, 2011, from Factmonster.com: http://www.factmonster.com/spot/hhm1.html

How will this rapid and vast growth affect America’s schools and students? How do schools address the huge influx of Hispanic students in schools?

  • Textbooks and other student materials will need to adapt to include this change in population, like they have adapted in previous circumstances (gender inclusion, for example)
  • ESL, ELL, and bilingual programs and teachers will increase in schools as the population increases
  • Differentiation in lessons and activities will continue to be a necessity, even a requirement
  • Lessons involving awareness, acceptance, and tolerance will be mainstays
  • Respect for others and their system of values will become more and more relevant
  • Family support will be essential in schools, parents will need to really step up to back student learning

In sum, families and schools will need to seriously work together toward student academic achievement. It is no longer enough for only schools to accommodate the needs of its population. Communities will need to avail programs to facilitate adults in the learning of the English language, so that families can better partner with schools.

Our government needs to re-evaluate how funding reaches schools, and how students are tested. Schools cannot handle the massive increase of student needs without the assistance of community and government programs, and the support of families.

For ideas and activities for the classroom or for youth and
young adult groups in and around Hispanic Heritage Month
go to : www.RaceBridgesStudio.com

Life Stories: Celebrating American Indian Heritage Month in Your Classroom in November

First established through a joint resolution by Congress in 1990, National American Indian Heritage Month is now recognized annually each November. It’s a time to learn more about the history of American Indians, and for educators and their students, it’s a perfect opportunity not only to celebrate the heritage of native peoples, but also to share a variety of “life stories.”

Although American Indian Heritage Month hasn’t always been officially recognized, most American children learned something about “Indians” in elementary school. At that age, many of us were taught about teepees, wigwams and headdresses; few of us learned much of the real history of First Nation peoples, or heard their personal stories. The stories we did hear, such as that of Pocahontas, were rich in mythology but offered little insight into what it truly means to be Native American.

And while almost all cultures use stories to document their cultural and religious heritage, and to show how the past influences the present, Native Americans have a particularly rich history of storytelling. Indigenous storytelling includes not only legends, history, poems and spirituality, but also deeply personal observations about the world and each person’s place in it.

With that in mind, schools can broaden their celebration this month through storytelling. Teachers can help students learn about the personal experiences of First Nation people, and encourage students to think about their own “life stories,” especially in terms of race, identity and belonging.

The educators at RaceBridgesforSchools, a nonprofit initiative that offers free lesson plans on diversity, have developed resources that can be used to celebrate American Indian Heritage Month — and to get students thinking about their own life stories:

  • I Am Indopino: Or, How to Answer the Question, Who Are You?” by professional storyteller Gene Tagaban. In this story (which accompanies a complete lesson plan), Tagaban talks about his combined Cherokee, Tlingit and Filipino ancestry, as well as his family’s exploration and eventual acceptance of their own complex identity. Tagaban’s story, touching on themes of family, lineage and the human relationship with the natural world, will resonate with students searching for their place in the world and a sense of belonging..
  • The Spirit Survives” by First Nation storyteller Dovie Thomason recalls her family’s experience in the Indian boarding schools, to which American Indian children were taken by force to be assimilated into white culture. Dovie’s story and the associated lesson plan, available free from RaceBridgesStudio.com, 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 education.

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By sharing stories such as these, teachers can offer a more meaningful celebration of American Indian Heritage Month this November. And in the process, students may learn more about their own uniqueness and the deep connections we share with people of different backgrounds.

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For the text, audio and lesson plans of “The Spirit Survives:
The Indian Boarding School Experience, Then and Now”

as well as “I Am Indopino: Or, How to Answer the Question,

Who Are You?” visit RaceBridgesStudio.com

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Learn More About Kwanzaa

Kwanzaa is a relatively new holiday, first created in 1966 by Dr. Maulana Karenga. Some have gone so far as to say, it’s not a “real” holiday because it is so new. But whether a holiday was created last year or centuries ago, someone and some people created it because it filled a deep human need to ritualize what gives us strength and meaning in life. The fact that Kwanzaa celebrations grow each year within the African American and Pan-African communities worldwide shows that this holiday has become an important way to reinforce what it means to be of African heritage and a lover of community, justice and equality.

Here is a short video that explains the broad strokes of the holiday and the official website and book by Dr. Maulana Karenga.

Resources:

http://www.officialkwanzaawebsite.org

Kwanzaa: A Celebration of Family, Community and Culture by Dr. Maulana Karenga (Los Angeles: University of Sankore Press)

Justice Fighters: Models for All

The Civil Rights Movement was a critical time in American history. It was a time when thinking changed, values changed, and laws changed – thanks to some exceptional people and their drive to attain equality for all. These people, often at great personal risk, challenged what beliefs existed and revolutionized our country for the better.

Let us celebrate the accomplishments of the brave Justice Fighters that helped to establish the free world in which we live today. Teachers and schools can identify these individuals and their achievements throughout the school year – it was they who fought for our right to do so. May we not only learn from their examples, but follow in their footsteps. 

Below are a few of the Justice Fighters of the Civil Rights Era and what each is most known for:

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The above heroes and ‘sheroes’ of the struggle for civil rights are indeed celebrated.  RaceBridges invites you to also explore the lesser known and everyday heroes that are alive today and very often are a part of your students’ communities and neighborhoods.  Use our stories and short videos to unearth new stories of resilience and achievement and set your students exploring.

 

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List of Civil Rights Leaders. (n.d.). Retrieved 5 4, 2012, from Wikipedia: https://en.wikipedia.org/wiki/List_of_civil_rights_leaders

JUNETEENTH: A Celebration For Today

Did you know that in some states the news of emancipation from slavery didn’t reach people until much later – in the case of Texas not until two and a half years later? The Emancipation Proclamation was made official on January 1, 1863 and, yet, Major General Gordon Granger of the Union juneteenthArmy was not able to read the news of freedom in Texas until June 19, 1865.

Some say it was because a messenger was killed on the way to deliver the news. Others state that President Lincoln’s authority over the southern states was precarious and so a deal was struck to allow one last cotton harvest in Texas. Others say it was pure greed and cruelty: the slaveholders weren’t about to give up their free labor source without resistance.

The “Juneteenth” order read:

“The people of Texas are informed that in accordance with a Proclamation from the Executive of the United States, all slaves are free. This involves an absolute equality of rights and rights of property between former masters and slaves, and the connection heretofore existing between them becomes that between employer and free laborer.”

 For the formerly enslaved and those who supported them, initial shock evolved into jubilation which quickly turned into the reality of navigating a way forward in a country in which African Americans had had no legal status or rights. Currently, this day is celebrated to commemorate all that has been accomplished and to give a model of hope and persistence for all that lies ahead.

 

Indian Boarding Schools — Part One

NOTE: As we take the month of November to celebrate the contributions of the First Nations, we want to witness also the sad truth of attempts at the genocide of the American Indians and their cultures. Particularly, we take this month to focus on the Indian Boarding Schools. We offer these four articles because as the saying goes “those who do not know history are doomed to repeat it”, but also because we cannot support and celebrate our American Indian students, friends, co-workers and neighbors without understanding the context in which their very survival has taken place and their many contributions have been made.

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Imagine a government that you don’t trust, that has already killed so many in your group and broken promise after promise, coming to your door and demanding that you hand over your child. The government officials promise your child will be back from their “school” in the summer but year, after year, after year goes by and your child is not returned. This and similar stories were repeated in First Nation homes from the late 1800s to the twentieth century as American and Canadian Indian children were taken from their homes to attend United States government-run Indian boarding schools.

At the schools, the children were forced to give up their native language as well as their spiritual and cultural practices in order to look and sound like European Americans. They were forced to wear western dress, to cut their hair (a mark of shame in many First Nations’ cultures), to have “kerosene rubs” to lighten their skin, to be indoctrinated into western religions and to endure long hours of forced work duties. Those who did not cooperate or tried to run away were often harshly punished and beaten. The geographic isolation and separation from their tribal and familial support system made far too many of these young children easy targets for sexual predators.

A 1928 study titled “The Meriam Report” found that infectious diseases were widespread at the schools because of insufficient nutrition, overcrowding, poor sanitary conditions and weakening from overwork. Death rates for First Nations children were six and a half times higher than any other ethnic group. Yet, the schools continued. Young adults, some who were married with their own children, were also separated from their families and sent to the schools. At its height, there were 153 Indian Boarding Schools in the U.S. The highest recorded number of children in Indian Boarding Schools was 60,000 in 1973.

After the 1973 protest by American Indian Movement activists at Wounded Knee, South Dakota, a resurgence in American Indian pride and activism put an end to the worst of the boarding schools. Some boarding schools still exist today for students who would not otherwise have access to education on their reservations. Today, the staffs of these schools are primarily Native American. The students’ languages and cultures are supported. Young ones are no longer told that their spiritual practices worship “false gods”.

Below are statements from two people who attended Indian Boarding Schools. A friend of mine, storyteller Elizabeth Ellis, often says, “If someone can stand to experience it, then I can stand to hear it.”

NEXT WEEK:  Why would we want to know about and even teach about this tragic period in U.S. History?  –  Part 2


Indian Boarding Schools — Part Two

Why is it important that we acknowledge and even study about the existence and the abuses of the Indian Boarding Schools? 

  1. We cannot build any kind of future on a foundation of lies. Some children, thank goodness, had some positive experiences at some Boarding Schools. However, the secrecy and manipulation that surrounded the entire initiative to assimilate Indian children (“Kill the Indian in the child”) damaged and still affect possibilities for future collaborations between First Nations and any institutions or organizations of the dominant culture. Trust cannot be rebuilt unless the whole truth is told, full responsibility is taken and those responsible are held accountable. Furthermore, we can never find remedies for problems, unless we first examine and understand the nature of those problems. We cannot transform something without first acknowledging that it exists..
  2. Knowing the truth of this travesty gives a context for the devastation experienced in many Indian families and communities for the last several generations. While similar social ills are present in every community, the lasting effects experienced by any who were taken or those who know and love someone who was kidnapped, tortured and held against their will makes the mental health, domestic violence, drug abuse and fractured family issues within Indian communities more understandable. It is important not to give credence to those who would re-stereotype First Nations (“Oh, that’s why ‘they’ are that way…”), but to put responsibility on those who caused the widespread need for these coping mechanisms and insist that the demands from the Indian nations for more mental and physical health resources, adequate housing, superior education and such be met..
  3. The unimaginable scope of this tragic chapter in U.S. and Canadian history should put an end to any minimizing of the Indian experience. Sometimes, the planned genocide of Indian people is dismissed as if a card game has ended: “You lost; get over it.” The Truth and Reconciliation Hearings in South Africa, Canada and other countries have shown that healing is dependent on the WHOLE story being witnessed and heard. It supports the victims in their grief process, gives them the validation and exposure of the perpetrator they seek and helps them understand and accept the unquenchable longing for all that was lost. In an article by Judith Lewis Herman entitled “Justice from the Victim’s Perspective”, Herman states, “Community denunciation of the crime was of great importance to the survivors because it affirmed the solidarity of the community with the victim and transferred the burden of disgrace from victim to offender.”.
  4. In addition, acknowledging these crimes makes it possible for the descendants of the perpetrators and for those of us who have benefited from white skin privilege to acknowledge what we may have indirectly gained because of this planned genocide. For example, I may not have direct dealings in the fact that people’s lands were taken or that others were forced into labor camps. We are never at fault for what happened in the past. This is not about good and bad people. Most of us are good people who would never knowingly hurt others. It is about understanding that any  wealth or advantages that come my way are not simply because my ancestors “worked” hard but acknowledging that my position in life is attached to an inheritance in blood. Again, this realization is not to make us walk around guilty and impotent.  Owning the whole truth can make us powerful allies, open to taking part in the need for reparations and any other acts of justice that can begin to tackle the need for redress..
  5. When one group seeks to conquer another, their repertoire of repression is all too similar. When any culture or country is colonized by another, children become part of the playbook for take-over and are easy pawns in the game. In the 1650s, when England was colonizing Ireland, during one decade, over 100,000 Irish children were taken from their parents and sold as slaves in the West Indies, Virginia and New England. In Australia, aboriginal children were stolen from their homes from 1909 to 1969. As recent as the 1950s, 22 of Greenland’s children were sent to Denmark for the start of a larger experiment to create an elite-group of Danish-thinking Greenlanders who could go back to Greenland and affect (or infect) the education and other institutions there. Again and again, this belief in the superiority of one group over another and the foisting of its ways upon the oppressed group fails, but leaves in its wake a terrible legacy of death and destruction (half of those 22 Greenland children were dead by their early twenties). Knowing about the Indian boarding schools, unfortunately, gives us a quick, shorthand understanding of the challenges facing oppressed groups around the world..
  6. Learning and teaching about the Indian Boarding Schools also gives us a context to celebrate and be inspired by all the ways Indian people have survived and even thrived given all the genocidal attempts on their communities. The Boarding Schools unwittingly created lifelong intertribal friendships and a new spirit of Pan-Indianism into this century. American Indians have and are accomplishing notable contributions in every field of endeavor throughout the Americas. The fact that so many Indian children and adults were able to call on a spirit inside of them that could not be extinguished, no matter what was happening to them externally, provides a testament to human strength and to a nurturing, indwelling grace that can inspire all of us. 

 

NEXT WEEK: The U.S. and Canada apologize to First Nations for the Indian Boarding School kidnappings. Whose apology was better may surprise you – Part 3

Resource:

“Encyclopedia of American Indian Contributions to the World: 15,000 Years of Inventions and Innovations” by Emory Dean Keoke and Kay Marie Porterfield

Indian Boarding Schools — Part Three

On June 11, 2008, millions of Canadians tuned into a live, nationally-television apology to the First Nations from their Prime Minister, Stephen Harper. In this historic speech in the House of Commons, the Canadian government took full responsibility for the Canadian government’s attempts to assimilate First Nations children “causing great harm that has lasted for generations”. Harper went on to outline compensation for former residential school students, the creation of an ongoing Truth and Reconciliation Commission as well as increased funding for child welfare and education.

The United States passed the Native American Apology Resolution in 2009 that acknowledged a “long history of official depredations and ill-conceived policies by the Federal Government regarding Indian tribes” and offered an apology “to all Native Peoples on behalf of the United States”. However, by contrast, President Obama signed this resolution on December 19, 2009 in a ceremony that was closed to the press.

Armand MacKenzie, the former Senior Advisor on International & Human Rights Affairs at the Congress of Aboriginal Peoples of Canada emphasized the importance of full, public disclosure.  “It was really something great to see the Apology done in public,” he said. “The injustices were a result of state policies and practices. They need to be accountable, otherwise governments can do what they want without consequence.”

In the U.S. House of Representatives, Republican Senator from Kansas, Senator Sam Brownback and Democratic Senator from North Dakota, Byron Dorgan, tried for five years to pass an Apology when, finally, the bill was approved by tucking it away on page 45 of a 67 page document of an unrelated spending bill, 2010 Defense Appropriations Act, H.R. 3326.  In addition to being less public, the United States apology missed the opportunity to detail the government’s transgressions. While the original preamble to the U.S. bill detailed specific crimes and offenses as the Canadian apology had – the Trail of Tears, the Long Walk, the Sand Creek Massacre, and Wounded Knee, the theft of tribal lands and resources, the breaking of treaties, and the removal of Indian children to boarding schools and so forth – the U.S. preamble was deleted from the final version of the bill.

Too few Americans even know about the Indian Boarding Schools and the U.S. Native American Apology Resolution, let alone include it in the national discourse. It has been said that “those who do not know history are doomed to repeat it”. Unfortunately, the mistakes of our past are being repeated today. Prime Minister Harper stated that “There is no place in Canada for the attitudes that inspired the Indian residential schools system to ever prevail again.” Because these attitudes of superiority still “prevail” hundreds of Indian children are still being removed from their homes into non-Indian foster care and the promises of sovereign rights plus education, housing and health care are slow in coming to the First Nations in both Canada and the United States.

NEXT WEEK: We’ll look at how the attitudes and thinking that produced the Indian Boarding Schools still exists today and the injustices perpetrated because of that – Part 4

Resources:

 

Indian Boarding Schools — Part Four

After a century of government policy that forcibly removed tens of thousands of First Nations’ children from their homes and sent them to boarding schools that basically amounted to forced labor camps, The U.S. Congress passed the Indian Child Welfare Act in 1978  (ICWA) to put an end to this and other policies toward American Indian families and children. The ICWA was enacted “… to protect the best interest of Indian children and to promote the stability and security of Indian tribes and families by the establishment of minimum federal standards for the removal of Indian children from their families and the placement of such children in foster or adoptive homes which will reflect the unique values of Indian culture. …”

In addition to the Indian Boarding Schools, the law was to address “the consequences to Indian children, Indian families, and Indian tribes of abusive child welfare practices that resulted in the separation of large numbers of Indian children from their families and tribes through adoption or foster care placement, usually in non-Indian homes.”

Prior to the 1978 law, 85 to 95 % of First Nation children were placed in non-Indian homes when they went into foster care. Unlike non-Indian adoptions where only birth parents can object to an adoption, the ICWA is supposed to give a tribe, as well as the biological parents, standing in adoption cases. Placement within a child’s tribe is to be given preference.

But a study in 2005 study by the Government Accountability Office (GAO) found that 32 states are, in various ways, failing to comply with the Indian Child Welfare Act. It found that the ICWA is the only federal child welfare law of its stature without any kind of regular federal review or a federal agency to take over its oversight. The controversy over a 2011 National Public Radio special report that claimed a systematic abuse of South Dakota’s Indian children along with the 2013 Oklahoma Supreme Court Case, Adoptive Couple v. Baby Girl shows the complexity of these issues and the maze of federal, state and tribal jurisdictions that one must negotiate to even monitor the quality of care for Indian children.

These recent allegations and disputes along with continued legal battles over land use, protection of Indian burial mounds, mineral rights, the mismanagement of Indian trust funds and on and on shows that Indian issues are not historical glitches but a continuing search for justice and common human decency.

How do we make these and other challenges to the First Nations part of the national discourse on race and fairness? How do we have any hope in living up to the ideal of “justice for all” if the First Nations’ rights are continually ignored?

American Indian journalists, teachers, writers and media experts of all kinds need platforms so that their voices are heard and those of us who are non-Indian and woefully ignorant of current Indian issues can be educated.

We are grateful to announce that authors and storytellers, Tim Tingle of the Choctaw Nation, Dovie Thomason from the Lakota and Apache Nations and Joseph Bruchac of the Abenaki Nation have agreed to contribute articles to the RacebridgesForSchools site in 2014.

Resources:

 

Today’s First Nations Youth speak:

Incarceration

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Incarceration
A Short Video Story
by Anne Shimojima

Introduction:

Have you ever wondered what life would be like if the government had imprisoned your entire family? For Anne Shimojima, this was the experience of her grandparents and their children. In this touching story, Anne tells of what life was like behind the barbed wire fences and the inadequate housing. Looking past what is unspoken, Anne reveals details of life for Japanese Americans in incarceration camps during WWII.

Summary:

Curious as to her family’s experiences in incarceration camps during WWII, storyteller Anne Shimojima explains how she uncovered details to her family’s past. For whatever reason, many Japanese Americans do no talk about their experiences during this time. Anne was able to dig into her family history and speak with relatives who then shared details of what life was like in these camps.

Armed with a deeper and more personal understanding of what her grandparents had endured in the incarceration camp, Anne reveals a hidden world when she is able to describe the camp itself. She explains how she was brought closer to her grandparents and better understands the indignities they suffered, the sacrifices they made, and the hopes they had for future generations.

Classroom Applications:

  • Invite grandparents of students to come to class and share a story from their life
  • Explore geneology or create a family tree
  • Watch videos or read literature the helps students to better understand historical events..

Watch the video now

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Explore our many other RaceBridges Studio videos and lessons

for Asian American month or any time of the year.

 

Immigrant Story: a Chinese Family in the US

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Immigrant Story: a Chinese Family in the US
A Short Video Story

by Nancy Wang

 

Introduction:

RaceBridges pays tribute to the many Asian Americans who have helped build and enrich America. Nancy Wang paints a true life picture of her Chinese American immigrant family’s struggles and ingenuity in the Monterey, CA area. This story is a great resource for understanding the contributions of Asian American immigrants to America.

Summary:

This story follows the journey of Nance Wang’s ancestors who arrived in California on a junk boat in 1850 and the adversities encountered along the way to America. Upon arriving, Nancy’s family started the fishing industry of the Monterey Peninsula, which proved to be lucrative but not without opposition. Both legal and illegal violence ensued against them for generations.

Although America was a land of opportunity, unfair regulations and restrictions caused great difficulties for the hard-working Chinese Americans. This story reveals how a group of immigrants rallied with resilience and ingenuity so that the 7th generation of Chinese Americans thrives today.

The unimaginable challenges faced by Nancy’s family in this true story are thought-provoking and provide insight for us to appreciate our differences as well as make changes in how we think of others. With understanding, we can feel their pain and change our world for the better.

Classroom Applications:

  • Read literature written by Chinese Americans(see this link for some names: https://en.wikipedia.org/wiki/Chinese_American_literature)
  • Write biographies of famous Chinese Americans
  • Create a cultural food tasting day, where students bring in foods from various cultures for all to taste and learn about.

Watch the video now

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Explore our many other RaceBridges Videos for

Asian American Month or any time of the year.

 

Immigrant Stories of Empowerment

“We are a country of immigrants. Almost all of our citizens have roots in other countries. Unless you are a full-blooded Native American, either you or one of your ancestors journeyed to the United States. Maybe it was your parents. Maybe it was someone 300 years ago. But someone in your family, for whatever reason, was uprooted from home and culture, and traveled here, making the United States his or her new home” (Gretchen Morgan).

America is the great melting pot of culture and diversity. That is how our country started, and continues to become more and more diverse as time goes by. We must celebrate our many cultures and our many stories of the journey to America. Schools and teachers need to recognize that students come from a wide array of backgrounds. The more these backgrounds are embraced, the greater the learning will be.  

Below are a few links to find stories of immigration. Share them with your students. Encourage them to write and share their own family story of immigration.

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Morgan, G. (n.d.). Retrieved 5 4, 2012, from Immigrant Journeys.com: http://www.immigrantjourneys.com/

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Go to the many stories and short videos about immigration and other diversity themes on our RaceBridges Studio Sites. 

HOW DO YOU PERCEIVE MEXICO?

pix4How you perceive our neighbor to the south can affect how you unconsciously treat your Mexican American students. What are your perceptions? Do you perceive Mexico as a third world country?

Let’s take a look at that phrase “third world”. The phrase was first used during the Cold War in the 1960s and 70s to designate who was aligned with the Un

ited States. Countries said to be aligned with the Soviet Union were given “second world” status and non-aligned countries were called “third world”. The terms didn’t make sense right from the beginning but even less so now that the Soviet Union no longer exists.

In popular vernacular, “third world” has become synonymous with “undeveloped”. But it may surprise you to learn that Mexico is rated as “recently developed” by many and “highly developed” by the Human Development Index.

Yes, some of your students’ families may come from towns that fit your image of neglected border towns with little sanitation facilities, let alone schools. However, others may just as well come from posh districts that rival the wealthiest U.S. neighborhoods and educational institutions. Assumptions about your Mexican American students’ backgrounds and, therefore, their academic abilities and skills can be dangerously misguided.

So, too, common misconceptions about Mexico as a lawless “wild west” may create biases toward your students. Yes, there is corruption in Mexico that Mexican citizens are very concerned about, but it may surprise you to learn that Mexico is ranked close to Brazil, Argentina and even Italy when it comes to corruption. Most of us need to update our images of Mexico to include the fact that it is now a democracy supported by a rising middle class, with a viable Supreme Court and a three-party legislature that is said to work more cooperatively than our own Congress on their ambitious global economic agenda.

Updating and contextualizing knowledge of our students’ home countries can help us examine unconscious biases and bring us closer to our true desire to treat all our students with the dignity and respect they deserve.

To keep up-to-date with present day Mexico, go to:

https://www.facebook.com/MexicoToday

www.youtube.com/user/mexicotoday

TEACHING MORE COMPLEX HISPANIC HISTORY

hhmWhen teaching the rich history of ancient Mexico, Central and Latin America, it’s tempting to take shortcuts and assign an Indian nation to each country: Mexico is Aztec, Central America is Mayan and so forth. The truth is, just as today, various cultural groups intermingled, lived side by side and conducted long distance trade and exchanged ideas on art, writing, architecture plus mathematical and astronomical systems.

It is true that when the Spanish arrived in Mexico, they found themselves in an Empire known as “The Aztec”, but that would be like Latin Americans arriving in Spain and calling all of Europe “Hispania”. Before the Spanish conquest in the 1500s, “The Aztec” was a 100-year-old alliance between three groups: the Acolhuas, the Tepanecs, and the Mexica people of Tenochitlan (what today is modern day Mexico City). The Mexica conquered the other two city-states and, eventually, other civilizations across Mexico.

Those other groups include the Teotihuacanos and the Mayans who are responsible for the spectacular ancient Mexican pyramids and ruins. Dating back to 100 A.D. and before, the early and diverse Mexican Indians’ knowledge of the stars and other natural events paralleled or outstripped the knowledge of the scientists and astronomers of the same time in what we now call Europe.

It is wise to remember and present that our Latino students come from a variety of countries and cultures with distinct sets of traditions and beliefs resulting from the merger of pre-Columbian and post-Conquest skills, knowledge and civilizations.

To explore the ancient and classical civilizations of the Americas, go to:

http://www.lib.berkeley.edu/MRC/ancientciv.html

IMMIGRATION REPORTS and PANEL GUIDELINES

hhmOften, during our monthly celebrations of ethnic heritages, we will have students, parents or community members discuss their ethnic group and their arrival in the United States. This can be especially true during Hispanic Heritage Month. The assignment may have worthy intent, but there are several pitfalls to the typical “immigration” report or panel.

Here are a few to consider during Hispanic Heritage Month:

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1. Keep in mind that some of your contributors’ ancestors may have been forced to come to the U.S. or were already here. Include those experiences by asking:

  • Were some in your family forced to come to America? How does your family deal with painful memories and events? How do you support each other and thrive in the face of adversity?
  • Are you descended from native groups who were originally here?  What regions did your family/tribe live in?  Were your ancestors forced to leave ancestral ground?  How have your family and group survived in the face of such tragedies?.

2. Whenever possible, have more than one representative of a culture present so that students can see that people within cultures have unique experiences and opinions. Sometimes, in an attempt to be inclusive, we’ll introduce a culture and unknowingly create more stereotypes by asking questions such as “What do Mexicans think about..” as if any culture could be of one mind. Instead, ask question such as:

  • What languages do you speak and what languages are spoken in your family?  Do you have relatives who are bilingual or don’t speak a language in common with you?
  • On what issues do people in your group most disagree? Are there different values within and between subgroups? For example, on what do younger and older members of your family agree and disagree?
  • Have you emphasized different aspects of your culture at different times of the year or different times of your life?.

  3. For ethnic panels and festivals, please don’t present Spanish-speaking and other ethnicities as only “international”. This reinforces the notion that there are “real” Americans and “foreigners.” Unless you are purposefully showcasing other countries, remember that the Spanish-speaking cultures you are exploring are here and, therefore, are American. You can ask questions such as:

  • What has being “American” meant to you? What have you had to give up to be American?  What have you gained?
  • Have you ever been to another country and experienced your Americanness?  What was that like for you?
  • How has your (or your parents’) choice of neighborhood, religion, school and friends strengthened or weakened your cultural connections and your sense of being “American”?.

A wonderful book to help us think “Beyond Heroes and Holidays” is edited by Enid Lee, Deborah Menkart and Margo Okazawa-Rey. It is a practical guide to K-12 Anti-Racist, Multicultural Education and Staff Development.

A LARGER HISPANIC APPRECIATION

hhmWhen you celebrate Hispanic heritage month this September and October, remember to present the true facts: Hispanic Americans have been making contributions to life in the U.S. even before this country was a country.

For example, the Spanish-founded San Miguel de Gualdape, Georgia was the first European settlement in North America. It was founded in 1526, 81 years before Jamestown, Virginia, the first English settlement. Also, St. Augustine, Florida, the oldest city in the United States, was founded in 1565 by Spanish admiral Pedro Menendez de Aviles, and subsequently served as the capital of Spanish Florida for two hundred years.

Yes, guide your students to learn about and compare Hispanic cultural experiences, holidays and contributions but also help them examine the mainstream culture’s lens through which cultures are ranked and valued. As the editors of “Beyond Heroes and Holidays” state: “It is impossible to develop genuinely multicultural curricula from only the dominant perspective because it illuminates only one set of experiences.”

Why do we know so much more about English history in this country and not Spanish? Why do we talk about the current “growing diversity” in our country when the truth is this continent has always had a rich diversity of people, languages, systems of government and so forth?

For a business perspective that details the growth of Hispanic influence in the U.S., go to:

http://www.renewoureconomy.org/news/four-ways-hispanic-market-makes-impact-economy/

Hispanic Heritage Month

RaceBridges For Schools invites you to

RECOGNIZE & CELEBRATE NATIONAL

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IN YOUR CLASSROOM!

(Sep 15 – Oct 15)

Over 15% of the total US population are from Hispanic peoples. That’s more than 45 million people.  Some of these vibrant Latino cultures trace their roots to Mexico, Puerto Rico and Cuba … others trace  their roots to Spain and Central or South America.

These lesson plans and original stories are for use in exploring and deepening the discussion with your students about Hispanic Heritage.  All of these units highlight original personal stories from two professional bilingual storytellers.   The original stories will help lead your students to reflect on their roots and explore differences and commonalities. 

 

 
Between Worlds
Written and told by Storyteller Olga Loya
Olga reaches back into her Mexican-American childhood as she searches for her place in the world.
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Why Do You Want To Go To College?
Written and told by Storyteller Olga Loya
Sometimes the wrong advice can help a person do what’s needed.  Olga’s high school teacher tells her she will never make it in college which only spurs her on to go to college and graduate.
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What’s a Mexican?
Written and told by Storyteller Olga Loya
Olga explores the various labels for her ethnic group: Mexican, American, Mexican American, Latina, Chicana and so on. In doing so, she finds out how she wants to define herself and her pride in her cultural life.
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How Do You Say Blueberry in Spanish ?
Written and Told by Storyteller Antonio Sacre

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.

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Mr. D’s Class
Written and Told by Storyteller Antonio Sacre

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?

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Looking For Papito
Written and Told by Storyteller Antonio Sacre

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.

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Other Stories told by Antonio Sacre

There are teacher guides, audio downloads and printed texts as well as student activities for most of the above units. These videos and lessons are a few of hundreds of  units and short videos for teachers and educators exploring  a variety of diversity themes.

HAWAII : Rediscovering the history, language and culture of native Hawaiians

hawaiiA native of Hawaii, President Obama once wrote, “The opportunity that Hawaii offered—to experience a variety of cultures in a climate of mutual respect—became an integral part of my world view, and a basis for the values that I hold most dear.”

Obama’s birthplace is not only a crossroads of cultures, it is a state rich with its own indigenous traditions, language, and culture. Though suppressed for many years, native Hawaiian culture is experiencing a revival, as this generation seeks to preserve it for the future.

In the minds of most Americans, Hawaii—the 50th state—is a tropical paradise and a global vacation destination. We are well aware of its stunning natural beauty, world-famous beaches, and the leis and hula skirts tourists take home as souvenirs. But what do we know of its history? Besides the attack on Pearl Harbor, which triggered U.S. involvement in World War II, few Americans know much of the native people and their history—including the years of conflict at the heart of Hawaii’s journey to statehood.

May is Asian Pacific American Heritage Month, offering a great time to explore the overlooked time in Asian-American history and celebrate the resurgence of the native language and culture of America’s Pacific Islanders. 

Overthrow of Hawaii’s monarchy spurs culture change and sparks widespread protests

Though Polynesian people had been living there for centuries, Hawaii was “discovered” by British explorer James Cook in 1778. Traders, merchants, and immigrant workers flooded in, resulting in an overwhelming Western influence to the Hawaiian Islands, causing a transition from subsistence farming to a cash economy and an unfortunate loss of tradition.

In 1893 U.S. businessmen overthrew the monarchy of Hawaii and established a Republic. Five years later, despite widespread protests and fierce opposition, the Islands were annexed as a territory by the United States.

Western missionary education stripped Hawaii of its native language

The influx of Westerners included missionaries who were determined to educate the Hawaiians, including teaching them to read and write. In order to do this, they needed to give the Hawaiian language a written form. Unable to distinguish between many of the sounds in the Hawaiian language, the missionaries gave Hawaiian names and words very different sounds and appearances from their original spoken form. Hawaii’s capital, for example, became “Honolulu” instead of the original “Honoruru.”

The native language changed dramatically and irrevocably. And when the monarchy was overthrown, the new government banned the speaking or teaching of the Hawaiian language in any public school. This suppression of the Hawaiian language would last for nearly 100 years.

Resurgence of language and culture for native Hawaiians

In the 1970′s, however, a renaissance of the Hawaiian culture—and a renewed respect for the native language—emerged. In 1978, Hawaiian once again was made an official language of the State of Hawaii. Shortly thereafter, schools were again allowed to teach the language.  Immersion programs, which emphasize instruction in Hawaiian and focus on native language, history, and culture, also began to develop. In 1990, the United States government established a policy recognizing the right of Hawaii to preserve, use and support its indigenous language. The year 1996 was proclaimed the “Year of the Hawaiian Language.”

The renewed interest in the study and use of the Hawaiian language in schools, in government, in music and media continues today as Hawaiians of all backgrounds seek to preserve native culture for future generations.

 

La’Ron Williams and his story ”From Flint, MI to Your Front Door: Tracing the Roots of Racism in America”

Professional storyteller La’Ron Williams grew up in an area of Flint, MI called “Elm Park.” It was an area that—from the 1940s to the 1960s—was transformed by a confluence of race, politics, and economics, from an all-White neighborhood into one that was all-Black. In his poignant and engaging story, “From Flint, Michigan to Your Front Door: Tracing the Roots of Racism in Working Class America,” Williams describes some of his earliest experiences with a growing awareness that he was receiving contradictory messages about himself as a Black person: although there was the nurturing support he got from his immediate community, there was also the shame he absorbed from the larger society’s portrayal of African-Americans in the mass market and the media.

Williams tells stories from the heart, and his stories tug at his listeners’ hearts too. With his engaging manner, Williams addresses an emotionally laden topic—racism—by combining an adult’s analysis and wisdom with the fully believable wonderment and confusion he felt as a child. Listeners of every color and background are drawn into his story precisely because it is suffused with a child’s sincerity and genuine bafflement that the reality he lived didn’t match the stories he was taught about himself on TV and at school.

Williams’s story begins in Chappy’s Barbershop in Flint at the end of the summer of 1955, when the author was only four years old. It was in Chappy’s that Williams first saw the cover of Jet magazine featuring a photograph of Emmett Till, an African-American teenager from Chicago who was murdered in Mississippi for allegedly whistling at a White woman. It was a grotesque photo, taken after Till’s body was recovered from the Tallahatchie River. Two bullet wounds were visible on Till’s swollen head.

Although he was a young child, Williams describes the jarring impact of that photograph upon his life. With an adult’s vision, he gives language to his childhood feelings of confusion as he struggled to understand why the images of White people portrayed on TV didn’t match the treatment of which he knew them to be capable. Following Till’s death, his grandmother explained it by saying, “White folks hate Colored folks!”  But almost all of the characters Williams saw on TV were “White folks,” and while they were sometimes funny, wise, courageous or clever, they were never cruel.

Williams uses this feeling of disconnection to provide insight into the dynamics of “blockbusting” and his own “transitioning” neighborhood. He uses the insight provided by his “outsider” status to offer enlightening explanations about his personal experiences with racial hierarchy: From the time his well-meaning but racially unaware third-grade teacher forced him to use “flesh” colored paint, to the incident when he was slapped in the face and called a “Nigger” by an older boy who was a member of the school safety patrol.

In the final part of the story Williams recalls a time when he was the only Black student in his seventh-grade English class. His class was asked to write about something called “the Beatles.” Williams didn’t know who they were, and his classmates and teacher shared a laugh at his expense. Later, when he wrote about Emmett Till, he discovered that neither his teacher nor his classmates had ever heard of him. In this case though, no one felt deprived for not knowing. No one was deemed “stupid” and no one was laughed at.

Williams’s story is both entertaining and enlightening. As he reflects upon his youth, his listeners are given an opportunity to reflect upon their own upbringings, and everyone thinks a little harder about the continuing entrenchment of racism in American society.

HERE ARE SOME EXCERPTS FROM WILLIAMS’ STORY ‘FROM FLINT, MI  TO YOUR FRONT DOOR: TRACING THE ROOTS OF RACISM IN AMERICA”

“At the end of the summer, in 1955, I was four years old, sittin’ there in Chappy’s Barbershop on a hot, hot, hot Saturday afternoon – (the kind of hot that’s so hot it makes grownups sleepy) – and I was lookin’ over at the table where Chappy kept the newspapers, and the magazines, and the candy – like I always did – when I saw this picture on the front cover of “Jet” magazine. It was the sort of thing that, if you’re only four years old, you don’t know what it is you’re lookin’ at . . . But I must have kept on lookin’, because the grownups started talkin’ about it. They said that it was a photograph . . . A photograph of a dead boy’s body . . . The body of a boy named Emmett Till.

I was four years old. It was the year before I even started Kindergarten, and I saw him lying there. He had one eye gouged out, his skull had been bashed in, he had two bullet holes in his head, and his face was swollen up like some kind of giant sponge from hanging for days upside down in waters of the Tallahachie River.

Do you all know about Emmett Till? Emmett Till was a fourteen year old Black boy who went down from Chicago to a place called Money Mississippi to visit his Uncle, and he was dragged out of bed in the middle of the night and brutally beaten and killed by two White men, because he supposedly whistled at, or winked at, or said something flirtatious to a White female store clerk.

In my mind, when I was lookin’ at that picture, it might just as well have been goin’ on right then. ‘Cause in the same second that I was lookin’ at the picture and hearin’ those barbershop men talkin’ about what had happened to Emmet Till, I saw myself dead and beat up like he was. I saw myself lookin’ at myself dead. I saw that Emmett Till’s skin was Brown like my skin was – I mean brown like everybody’s in Chappy’s Barbershop – and I knew in a split minute why this horrible thing had happened to him. Remember, I was only four years old, but I had already heard this kind of thing talked about a thousand times, and I could hear a voice inside my head. It was my grandmother’s voice, speakin’ almost in slow motion, as she gave the answer that she always gave whenever she was mad or frustrated with the shape of the world in which she was livin’. I could hear her say it: “White Folks Hate Colored Folks!”

… In the seventh grade … I was the only Black student in my English class. The teacher had given us an assignment to write a paper about something she called “the Beatles.” Everybody else in class was laughing and having a good time, and seemed to know what the teacher was talking about. I thought it was a joke and wondered why she wanted us to do a paper about insects. Everybody was in a good mood. But when I raised my hand and I asked, “What kind of beetles?” everybody had an even bigger laugh – at my expense. So the teacher told me, in a very condescending tone, that it was alright for me to write on any subject I chose, as long as I did a good job.

. . . So I wrote about Emmett Till. My teacher and classmates had never heard of him.”

La’Ron Williams, Storyteller: LaRontalk@aol.com

< Back to Download Page

From Flint Michigan to Your Front Door: Tracing the Roots of Racism

by Storyteller LaRon Williams

This lesson plan explores the true story FROM FLINT MICHIGAN TO YOUR FRONT DOOR by African American professional storyteller La’Ron Williams. With humor and honesty Williams will inspire conversation among students about the issues of institutional racism, living in two cultures at once, and claiming one’s own history and culture. This story and lesson plan addresses the White, Euro-centrism of our history and culture and the use of story to challenge that mono-cultural understanding of history. Lesson Plan, story-text, student activities and audio-downloads.

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Storyteller La’Ron Williams writes about his experience growing up in Flint, Michigan, where he felt nurtured by a strongly supportive African-American community. Yet even at an early age, Williams knew there were threats to his safety when he saw on the front cover of Jet Magazine the picture of Emmett Till, a 14-year-old boy who had been killed by bigoted Whites in the South.

From that jarring moment onward, Williams describes the experience of growing up in parallel worlds: a Black world that loved and mentored him and a White world that, even in its most benign expression, assumed a “neutral status” that for African-Americans was neither neutral nor benign. Using examples from the media and from his own experiences in a town divided by racial tension, Williams creates a story that tells the truth about American racial hierarchy while also offering hope for all those eager to transcend its legacy.

This story offers a powerful tool to approach institutional racism and unconscious bias in a nonthreatening way. With his rich, warm voice, La’Ron narrates audio excerpts that help to personalize these complex issues, bring them to life for students, and encourage his listeners to think deeply about race and racism.

Use this story as a way to introduce topics related to race, to deepen your conversations about the distinctions between personal and institutional racism, to address race and unconscious bias in the media, or to provide another way to celebrate African-American Heritage Month.

More information about this story

Lesson Plan

Download the From Flint, Michigan to Your Front Door lesson plan (PDF)

Story Excerpts

The following MP3 tracks are story excerpts for use with the From Flint, Michigan to Your Front Door lesson plan. Please note that these excerpts are protected by copyright and are exclusively for educational use.

Excerpt #1 — Part One — 8:26 minutes

Excerpt #2 — Part Two12:57 minutes

Excerpt #3 — Part Three — 7:19 minutes

Excerpt #4 — Part Four – 5:44 minutes

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

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About Storyteller La’Ron Williams

La’Ron Williams has a remarkable rapport with audiences of all kinds. Children and adults respond with equal enthusiasm to his warmth and vigor as he uses dialect, facial expressions and movement to breathe life into tales which transcend the boundaries of class and age.

Williams is motivated in part by the belief that the power and beauty of African culture should be shared, and that the lessons of struggle, perseverance, and survival of Africans in the Western Hemisphere are part of a legacy we all should recognize and own.

Ultimately, he believes that a narrow love of one’s own culture is not enough; that we all have to take the time to tell each other our stories – with all the joy and frowns and pain and smiles that they bring. That “…we have to come to know and accept the ways in which we are different and become aware of and appreciate the ways in which we’re alike, and that we have to use that knowledge not to ascribe hierarchy or to produce winners and losers, but to promote understanding and resolution.”

TURNING DREAMS INTO DEEDS

EXPLORING THE MESSAGE OF
DR. MARTIN LUTHER KING, JR. FOR TODAY
National Birthday Celebration : January 16, 2017

Materials for Students, Teachers & Leaders …
for group or personal reflection and action …

mlk-monument

 

The historic monument on the National Mall in Washington DC remembers Dr. King.

The monument also recalls the many people (known and unknown) who took part in the U.S.Civil Rights Movement and who challenged segregation and changed racist laws.

  The challenge of our day is to continue to turn dreams into deeds and make the ideals of Dr. King come alive in our classrooms, for our students, and for our world.

 

RaceBridges recommends this collection of lesson plans, activities and videos.  Some of the units speak of growing up in the 1960’s and facing racism.

Other units present activities that will evoke the spirit and message of Dr. King as we seek ways to carry out his legacy today.

These lesson plans also speak of the hope of turning dreams into deeds.

 

LaRon

LEARNING LONG DIVISION AND WHITE SUPERIORITY FROM MY “SWEET” THIRD GRADE TEACHER

BY STORYTELLER LA’RON WILLIAMS

More Info

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smflint_lessonplan_Page_01

FROM FLINT MICHIGAN TO YOUR FRONT DOOR : TRACING THE ROOTS OF RACISM

by STORYTELLER LA’RON WILLIAMS

with 4 audio download segments

More Info

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A WHITE GIRL LOOKS AT RACE

BY STORYTELLER SUSAN O’HALLORAN

with 3 audio download segments

More Info

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CONNECTING THE DOTS : RACISM, ACTIVISM AND CREATING A LIFE

by STORYTELLER MICHAEL McCARTY.

with 5 audio story download segments

Short version and Longer Version

More Info

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Short Videos on Showcase Page

More Info

DR. KING CAME TO TOWN :
A Short Video Story

by Storyteller Susan O’Halloran

More Info

FROM MOON COOKIES TO MARTIN AND ME :
A Short Video

by Storyteller Lyn Ford

More Info

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This RaceBridges site contains many complimentary lesson plans, resources, audio downloads and short videos that keep alive the message and mission of Dr. King for your students.

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INCLUDING EVERYONE:

Small Changes to Create a Welcoming Classroom

How welcoming is your classroom? Resource to help teachers make the little changes in their classrooms that will send the big message that Everyone is Welcome!

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.

Download this teacher resource

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CLAIM IT!

Differences & Similarities :

Creating a Climate of Inclusion

This 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.

Download this teacher resource

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WE ALL HAVE A RACE !

Addressing Race and Racism

Talking about Race and Racism often makes people uncomfortable and even angry. It can be quite difficult to get the conversation started and even more difficult to facilitate the conversation once it has begun. This lesson plan offers a basic introduction to these topics by allowing students to think and learn about the basic meanings of “race” and “racism,” to discuss race and racism in their own experience and lives, and to learn some basic skills necessary to being allies with people of other races.

Download this teacher resource

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WHAT’S RACISM GOT TO DO WITH ME ? :

How Our History and Context Shape Us and Others

This lesson plan seeks to help students understand how history influences the present and to be open to the complexity of societal structures, historical causes, and environmental context both in their own lives and in the lives of other individuals and groups. While this lesson focuses on race, class, and gender, the basic principles in these activities apply to any situation that can be analyzed for cause and effect. The skills practiced in these activities will help students think through their own and others’ initial responses and engage in more thoughtful analysis of a situation instead of jumping to conclusions.

Download this teacher resource

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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

Download this teacher resource

 

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Please explore hundreds of other diversity
themes, lessons and
videos at RaceBridgesStudio.com

 

Our History is Our Strength : Women’s History Month

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Listen to these Women Stories
in your classroom . . .

Bearing witness to the heroic
actions and words of women

Telling inspiring stories
that are little known
and rarely told . . .

 

 Listen to these stories and use the lesson plans with your students
of moving stories of inclusion and exclusion, loss and hope, past
and present. Use these stories in your classroom to inspire and
challenge your students to reflect on their world-view and to broaden
their horizons.

Use these stories as discussion starters for a faculty in-service session
to prompt and animate discussion about race-relations and inclusion.

These lesson plans come with complete text as well as audio, teacher guides,
student activities and further resources on related themes.  You may also find
corresponding videos on our sister site, RaceBridgesVideos.com.

These units are also suitable for young adult group discussion as
springboards on the subjects of race and racism.

 

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Anne

Anne Shimojima

Japanese American Storyteller Anne Shimojima tells her original story Hidden Memory: Incarceration: Knowing Your Family’s Story and Why it Matters. About her family in the United States, especially during the time of World War II when some of her family were sent to the Japanese-American incarceration camps. Explores in an engaging way xenephobia, racism and being “unseen” in society.Courage and resiliance in a story that is rarely told.

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Watch videos

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Download lesson plan and audio story

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olga1

Olga Loya

Latina Storyteller Olga Loya tells excerpts from her original story: Being Mexican American : Caught Between Two Worlds – Nepantla. Growing up Mexican American in Los Angeles. Caught between the Latino and Anglo cultures, she realizes that she might belong to an even wider family and community and that perhaps there is a way to live with them all. Warm and spirited.

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Watch Videos

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Download lesson plan and audio story

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gene

Gene Tagaban

Native American storyteller Gene Tagaban remembers Elizabeth Peratrovich, Tlingit woman, of Petersburg, Alaska. She attended Western Washington State University. When she returned with a new husband to live in Juno, no one would rent her a home because she was native. This was the limit to Elizabeth. She said: “No more signs. We need better housing, good jobs and good education for the people. And the right to sit wherever we wanted.” Gene Tagaban lovingly remembers the life of Elizabeth Peratrovich through the stories told to him by his own grandmother. The story remembers the shining day, after much struggle and bigotry of the passage of the Alaskan Anti-Discrimination Bill in1945, 20 years before Rosa Parks refused to sit in the back of the bus. This account is part of Gene Tagaban’s longer story of identity and belonging : Search Across the Races : I Am Indopino … Or How to Answer the Question : “Who Are You?”.

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Download lesson plan and audio story

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dovie

Dovie Thomason

Native American storyteller Dovie Thomason tells her true story: The Spirit Survives: The American Indian Boarding School Experience: Then and Now. This story weaves together personal narrative and historical accounts about the Indian boarding schools to reveal how they were used to decimate native culture and how some Indians stood up to them. Shocking and Inspiring.

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Download lesson plan and audio story

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linda

Linda Gorham

African American storyteller Linda Gorham tells two stories. One is I Am Somebody : Story Poems for Pride and Power. This an upbeat and moving celebration of Linda’s family tree and heritage. The lesson plan guides teachers to invite “pride poems” from their students. In her story Rosa Parks : One of Many Who Sat Down to Stand Up Linda personalizes the words and actions in a story of the famed Rosa Parks. The lesson plan explores the many other heroes of the civil rights movement who “sat down’ to stand up for justice. Self-worth, dignity and courage come alive.

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Download lesson plans with audio stories

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Watch Videos

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.celb

Celebrating Women : Bridgebuilders and Storytellers

Ideas 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.

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TURNING DREAMS INTO DEEDS : DR. KING

CLASSROOM ACTIVITIES

TO HONOR DR. KING’S BIRTHDAY

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“We must learn to live together as
brothers and sisters or perish together as fools.”Dr. Martin Luther King Jr.

Continue the legacy of Dr. Martin Luther King, Jr.
with these lesson plans and resources…

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VOICES FOR CHANGE

Values of Dr. Martin Luther King, Jr.
A new Streamlined Lesson for your
classroom exploring
Dr. King’s message of protest.

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

 > Download now

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What’s Racism Got To Do with Me?

> Download now

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

> Download now

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Creating a Diversity Session for
your Faculty : An Introduction

> Download now

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Giving it Back: Passing it On

>Download now


VISIT RACEBRIDGES VIDEOS FOR MORE
ON DR. KING’S LEGACY 

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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Fresh Ways to Celebrate the Dr. King Holiday in the Classroom

martin_luther_king-stampAs winter settles in and the new year arrives, classrooms are filled with restless students. They are fully engulfed in the routines of school, and are eager to do something different. The holiday that celebrates the life, values, and accomplishments of Martin Luther King, Jr. falls in the middle of January – right in the midst of the classroom blahs.

Why not add some zip to your curriculum and lessons? Why not change up your usual class customs? Get the students up and moving, doing something unexpected. Celebrate MLK Day with some fresh new ideas for students!

Here are some bright and creative ways to celebrate this national holiday in your classroom!

  • Plan a walk to raise money for a local charity or nonprofit organization that your students care about. Chart your trek on a local map.
  • Give a series of scenario skits to students to read and act out in class. These should be short and involve some sort of situational difficulties that students face. Once each skit is presented, ask the class what they would do? What would MLK suggest they do in that situation?
  • Have students research important quotes of MLK and design posters to hang throughout the school.
  • Send helium balloons up in the sky with MLK quotes or values written on them.
  • Organize a peaceful march referencing the values that MLK stood for.
  • Have students re-create or recite one of MLK’s famous speeches. Consider posting this on schooltube.com (this is a school-friendly version of YouTube where students can post videos and other projects online).
  • Arrange a classroom sit-in. Let students protest a class activity or policy (one that the teacher would be willing to change), and allow students to peacefully protest its use. Let them create posters, present persuasive speeches, and work collectively as a group.
  • Design creative bookmarks with MLK quotes on them.

 

Check out the new RaceBridges streamlined Lesson VOICES FOR CHANGE created for use around the Dr. King Holiday

And check out these other lessons and resources most suitable for reflection and use around the Dr. King Holiday.

► Check out these websites for more ideas:

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For Black History and Always: I Am Somebody

Students need to know that their families and their cultures – and, therefore, they – are welcome in the classroom. A great way to do this is to take Linda Christensen’s idea featured in the wonderful book Beyond Heroes and Holidays: A Practice Guide to K-12 Anti-Racist, Multicultural Education and Staff Development called “Where I’m From: Inviting Student Lives Into the Classrooms.”

Have your students make up their own “I Am Somebody” or “I Am From” poems by first making lists of:

  • Items found in their homes
  • Items found in their yards
  • Items found in their neighborhood
  • Names of relatives – especially ones linked to the past
  • Family sayings
  • Names of foods served at family gatherings
  • Names of places where the family has lived or visited
  • People – past and present – from their culture who they admire

Then, with a link between images such as “I Am…” or “I Am From…” have students write a first draft. Next, have the students read to each other with no specific comments. Just being heard can help the students feel cared for. Then, you can have a general discussion of what made certain phrases stand out such as specificity of detail, metaphor or humor and the students can try one more draft.

Here are a couple excerpt examples from Linda Christensen’s article “Where I’m From: Inviting Student Lives Into the Classrooms”and my work with teens:

I am from awapuhi ginger

Sweet fields of sugar cane

And green bananas

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I am from get-togethers

And Barbeques

Salsa dancing on the back porch

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I am from Kunta Kinte’s strength

Harriet Tubman’s escapes

Phyllis Wheatley’s poems

And Sojourner Truth’s faith

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In this video, storyteller, Linda Gorham, shares her “I Am Somebody” story and reminds us that “We are products of the people who came before us and the preparation for the future.” 

 

Feathers in the Wind: A Jewish-American’s Story

feathersby Storyteller Susan Stone

Feathers in the Wind: A Jewish American’s Story invites students and teachers of all religious and cultural backgrounds to reflect on their own lives and to explore the impact of gossip and hurtful words.

This lesson plan “unpacks” stories told by Susan Stone, a professional storyteller. This story and lesson plan can be used in one or two sessions.

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feathers_banner

“…Your words are like feathers in the wind.

Once they’re gone you can’t get them back and you don’t know where they’ve gone to.”

susanstone

 

Feathers in the Wind: A Jewish American’s Story invites students and teachers of all religious and cultural backgrounds to reflect on their own lives and to explore the impact of gossip and hurtful words. This lesson plan “unpacks” stories told by Susan Stone, a professional storyteller. This story and lesson plan can be used in one or two sessions.

This unit provides some ways to engage diverse students with traditional folk tales and contemporary stories.

  • Through personal reflection, peer discussion, and the development of collective strategies for making a difference, the exercises included here explore our use of language and encourage us to stand up for our beliefs.
  • The unit seeks to promote a culture of empathy and compassion for the differences and similarities among us.

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Lesson Plan

Download the Feathers in the Wind lesson plan (PDF)

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Story Excerpts

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

Excerpt #1 — Track One — 12:18 minutes

Excerpt #2 — Track Two– 8:58 minutes

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

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About Storyteller Susan Stone

 

Susan Stone has been sharing her tales for over twenty years for children and adults all over the USA.  She teaches storytelling to teachers at National-Louis University, IL, and has been honored with many awards for her CDs of Jewish stories for children.  She loves telling stories from many cultures, but especially loves sharing stories from the Jewish tradition.  Susan  believes that hearing each other’s stories enables us to nurture compassion for others, and perhaps heal ourselves as well.

www.susanstone-storyteller.com
susan@susanstone-storyteller.com

Evacuation

ahm-header

Evacuation

 

A Short Video Story

 

by Anne Shimojima

 

Introduction:

Interested in knowing what life was really like for Japanese Americans following the attack on Pearl Harbor in December 1941? Take a journey with storyteller Anne Shimojima as she tells not only her own personal family experiences of the event, but relates the difficulties faced by many Japanese Americans at the onset of WWII.

Summary:

With honest and detailed reflection, storyteller Anne Shimojima tells the personal story of the forced evacuation of her grandparents following the attack on Pearl Harbor. While setting the stage with warm recollections of who her grandfather was, she interlaces historical facts to build a foundation of awareness.

Relating hardships faced my many Japanese Americans, Shimojima explains how prejudice and discrimination resulted from unadulterated rumor and fear. She recounts the bitterness that she saw in the faces of her loved ones, and how their experiences in the forced evacuation profoundly affected her family. Listen as she brings a new understanding to a long misunderstood and overlooked aspect of American history.

Classroom Applications:

  • Invite a guest speaker who experiences persecution to come to share stories with students
  • Watch the short film The Wave to show students how people are easily influenced when fear and rumor are involved (film is easily found online)
  • Create a set of interview questions, and have students interview an older family member or friend.

Watch the video now

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Explore our many other RaceBridges Studios videos for

Asian American Month or any time of the year.

 

Dreaming of Cuba: Stories that Bind

by Storyteller Antonio Sacre

Antonio Sacre tells of his lifelong desire to learn about Cuba from his father and his father’s reluctance to discuss the country from which he and his family were exiled after the revolution in 1959. Sacre explores his desire to learn about his family’s history, his father’s reluctance to discuss Cuba, and the time his father finally shared some memories from his childhood.

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This lesson plan “unpacks” the story Dreaming of Cuba: The Stories that Bind by Antonio Sacre. He is an internationally touring writer, storyteller, and solo performance artist based in Los Angeles. He is the son of a Cuban father and Irish-American mother and a Boston native.

Antonio Sacre tells of his lifelong desire to learn about Cuba from his father and his father’s reluctance to discuss the country from which he and his family were exiled after the revolution in 1959. Sacre explores his desire to learn about his family’s history, his father’s reluctance to discuss Cuba, and the time his father finally shared some memories from his childhood. This story and lesson plan explores themes of identity, loss, and family relationships.

Lesson Plan

Download the Dreaming of Cuba lesson plan (PDF)

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Story Excerpt*

The following MP3 tracks are story excerpts for use with the Dreaming of Cuba lesson plan. Please note that these excerpts are

protected by copyright and are exclusively for educational use.

Dreaming of Cuba“– 8:05 minutes

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

….. …..
Download Two Extra Bonus Stories related to the themes of this Lesson Plan. Listen to two extra stories by Antonio Sacre about himself, his father and Cuba.

* NOTE: There are differences between the transcript and the spoken version of this story; it is preferable to listen to the story, using the transcript as a guide while listening or as a way to remember story details while working in class.

……. …….

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About Antonio Sacre


Antonio Sacre, born in Boston to a Cuban father and Irish-American mother, is an internationally touring writer, storyteller, and solo performance artist based in Los Angeles. He earned a BA in English from Boston College and an MA in Theater Arts from Northwestern University. He has performed at the National Book Festival at the Library of Congress, the Kennedy Center, the National Storytelling Festival, and museums, schools, libraries, and festivals internationally.

Contact & Information for Antonio Sacre:

www.antoniosacre.com

Tribal Pride: Various Names for the People of the First Nations

Native American. First Nations. American Indian. This culture of people has such unique and interesting backgrounds, and it is most intriguing to learn about each tribe by name. Although the encompassing titles of Native American or First Nations identify the nationality of the people, it is the tribes that are the most distinctive. Each has its own way of life, history, location, food, clothing, and artwork. Each has its own legends and stories, people and personalities.

Schools and teachers work diligently to be as inclusive and sensitive as possible in classroom settings, and to teach students to do the same. It is recommended that schools learn which tribes are part of their student enrollment, and celebrate those accomplishments accordingly. Below are a few well-known tribes and their meanings, and a few websites that offer information on a vast number of other Native American tribes.

TRIBES:

  • Apache – “enemy”*
  • Cherokee – “relatives of the Cree” or “the people”*
  • Chippewa – “original person”*
  • Dakota – “the allies”*
  • Micmac – “my friends”*
  • Mohawk – “man-eaters”*
  • Mohican – “from the waters that are never still”*
  • Navajo – “planted fields”*
  • Seminole – “wild”*
  • Sioux – “the allies”*
  • Wampanoag – “easterners”*

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WEBSITES:

Dignity and Courage Come Alive !

by Storyteller Linda Gorham

I Am Somebody :  Story Poems for Pride and Poweriam

African American storyteller Linda Gorham tells this upbeat and moving celebration of Linda’s family tree and heritage. The lesson plan guides teachers to invite “pride poems” from their students.

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Rosa Parks : One of Many Who Sat Down to Stand Uprosa

In Linda Gorham’s story Rosa Parks : One of Many Who Sat Down to Stand Up Linda personalizes the words and action in a story of the famed Rosa Parks. The lesson plan explores the many other heroes of the civil rights movement who “sat down’ to stand up for justice. Self-worth, dignity and courage come alive.

 

 

Dignity and Courage Come Alive !

 

 

lindaAfrican American storyteller Linda Gorham tells two stories. One is I Am Somebody : Story Poems for Pride and Power. This is an upbeat and moving celebration of Linda’s family tree and heritage.

The lesson plan guides teachers to invite “pride poems” from their students.

In her story Rosa Parks : One of Many Who Sat Down to Stand Up Linda personalizes the words and action in a story of the famed Rosa Parks. The lesson plan explores the many other heroes of the civil rights movement who “sat down’ to stand up for justice. Self-worth, dignity and courage come alive.

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

Lesson Plans

I am Somebody: Yes You Are!

Purpose

    • Build pride in students for their family and background
    • Connect home life and classroom activities
    • Model how times of struggle become sources of strength
    • Appreciate the diversity and background of the other students
    • Gain practice in writing by creating poems and stories

Download I Am Somebody Lesson Plan (PDF)

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Rosa Parks: One of Many Who Sat Down to Stand Up

Purpose

    • Become more familiar with the Rosa Parks’ story
    • Place Ms. Parks’ protest within the larger context of her supportive family and community and the burgeoning Civil Rights Movement of the 1950s
    • Examine the motives and practices of bigotry and institutional racism
    • Experience a recreation of some of the feelings, challenges and decisions facing people in this country as they lived in a system of legalized segregation and discrimination
    • Understand the extent of the bravery of those who stood up to discrimination given the ignorance and violence of the times.

Download Rosa Parks Lesson Plan (PDF)

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Story Excerpts

The following MP3 tracks are story excerpts for use with the I am Somebody and Rosa Parks lesson plans. Please note that these excerpts are protected by copyright and are exclusively for educational use.

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

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About Storyteller Linda Gorham

Linda Gorham’s stories are fun, full of energy, and designed to enhance the love of reading. She tells folktales, inspirational stories, fables, “RESPECT” stories, hero stories, and, of course, stories that make your spine tingle and your hair stand on edge. Linda’s stories reinforce values, spark the imagination, and explore the world of ideas and traditions from other cultures. www.lindagorham.com

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A Different Perspective: Acknowledging the Positive Images of the Hispanic Community

As our country seems more divided than ever, debates arise over many controversial issues. With so much negativity directed at the immigration issue, Hispanic Americans are frequently perceived in a negative light. There is, however, much that is overlooked in the Hispanic American culture for students to aspire to. It is time for much more positive images to be given to today’s youth.

Schools today can be a valuable resource for students to achieve great things, and they need to provide students with encouraging role models who portray constructive examples of Hispanic Americans. Schools need to be able to encourage students to excel at being themselves. Additionally, there is much beauty in the cultures of Hispanic or Latino descent that could easily be identified in our schools as positive images.

What can teachers do to highlight positive Latino images in the classroom? Below are some suggestions for incorporating images that show Hispanic Americans in a positive way.

  • Hang up quotes from notable Hispanic Americans on the walls
  • Display artwork or photos of prominent Hispanic Americans
  • Read literature by prolific Hispanic American writers
  • Discuss accomplishments of significant Hispanic Americans of all industries and fields
  • Sing/Play music written or performed by Hispanic Americans
  • Identify Hispanic American inventors and their inventions
  • Create research projects based on Hispanic Americans in government
  • Explore award-winning Hispanic Americans and their accomplishments

 

For activities and ideas for the classroom or for youth or

young adult groups in and around Hispanic Heritage Month

(Sep. 15 – October 15, 2012)

RaceBridgesVideos

November is Native American Heritage Month

pumpkins-gordsNOVEMBER IS NATIVE AMERICAN HERITAGE MONTH.

 

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.

  • 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.

 

RaceBridges presents a number of free lessons and resources that
will provide teachers and leaders with many ideas and activities for this time of year.

Explore these free lessons and videos for this month of November:

November: Native American Heritage Month

Connecting the Dots: Racism, Activism & Creating a Life

by Storyteller Michael McCarty

African American Storyteller Michael McCarty tells his true story Connecting the Dots: Racism, Activism & Creating a Life.

Racism in Chicago … the Black Panthers …Activism and the institution … Expulsion from High School …. Drugs …. Searching … Journeys around the world … Stories and people that shape us ….Ways and paths to self-discovery … With humor and hope the storyteller “connects the dots” in his life.

Invite your students in to explore their responses to McCarty’s challenges, dead-ends and the people and events that shaped his life’s journey.
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    • African American Storyteller Michael McCarty tells his true story Connecting the Dots: Racism, Activism & Creating a Life.
    • Racism in Chicago … the Black Panthers …Activism and the institution … Expulsion from High School …. Drugs …. Searching … Journeys around the world … Stories and people that shape us ….Ways and paths to self-discovery … With humor and hope the storyteller “connects the dots” in his life.
    • Invite your students in to explore their responses to McCarty’s challenges, dead-ends and the people and events that shaped his life’s journey.
    • Let Michael McCarty’s story inspire conversation among your students (and faculty) about the issues of racism, standing up for one’s beliefs, working for change in the world and in our lives and the power of stories to inspire and connect.
    • Complete text and audio download of this story come in a short version and a long version. (See below).
    • Connecting the Dots is an ideal discussion starter for college age, young adults and justice and peace groups. Lesson Plan provides questions and activities.

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Connecting the Dots (Short Version)

Lesson Plan

Download the Connecting the Dots (Short Version)lesson plan (PDF)

Story Excerpts

The following MP3 tracks are story excerpts for use with the Connecting the Dots (Short Version) lesson plan. Please note that these excerpts are protected by copyright and are exclusively for educational use.

Excerpt #1a – 4:11 minutes

Excerpt #1b7:07 minutes

Excerpt #1c — 6:06 minutes

Excerpt #2a4:24 minutes

Excerpt #3a — 4:55 minutes

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

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Connecting the Dots (Long Version)

Caution

In this longer version of the lesson plan, there is reference to drug use particularly in Story #2.  While the storyteller talks about how he eventually gave up drugs and devoted himself to being healthy and productive, a teacher might want to address the topic of drug use and abuse before beginning the lesson or to skip reading and listening to the sections of the story that pertain to drug use.

Lesson Plan

Download the Connecting the Dots (Long Version) lesson plan (PDF)

Story Excerpts

The following MP3 tracks are story excerpts for use with the Connecting the Dots (Long Version) lesson plan. Please note that these excerpts are protected by copyright and are exclusively for educational use.

Excerpt #1 — Track One17:25 minutes

Excerpt #2 –Track Two18:20 minutes

Excerpt #3 — Track Three17:16 minutes

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

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About Storyteller Michael McCarty

Michael McCarty (“Have Mouth Will Run It“™) is a multicultural storyteller of African, African-American and International Folk tales, Historical tales, Stories of Science, Spiritual stories as well as stories of the brilliant and absolutely stupid things he has done in his life.

His stories inform, educate, inspire and amuse. His storytelling style is energetic and enthusiastic.

Thanksgiving : Who Is Missing From The Table?

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Thanksgiving is a time to remember our country’s beginnings and to celebrate our rich history of welcoming the stranger. But in many ways, our idea of the original Thanksgiving table—a table we want to believe was about peace and fellowship between two peoples—is a myth.

Many teachers struggle in the classroom at this time of year because of 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?

 

The educators at Race Bridges for Schools, a nonprofit initiative helping schools explore diversity and race relations in the classroom, encourage teachers and students to study the true history of Native Americans in the U.S., to consider our country’s history of welcoming or shunning strangers, and to look at our own tables, literally and metaphorically, and who might not feel included at those tables. They suggest classroom activities such as:

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  1. Reading or listening to short stories from different groups of people about times they felt welcomed and times they did not feel welcomed to America’s table..
  2. Exposing students to true stories from the Native American perspective. Storytellers such as Dovie Thomason and Gene Tagaban share their personal experiences growing up as First Nations People.  These true stories cover topics as diverse as the Indian boarding schools and the search for identity and dignity among the indigenous peoples in Alaska. Stories suchas these expose students to historical events that aren’t taught in most schools, and touch on themes of cultural identity, inclusion and exclusion, and oppression..
  3. Sharing personal stories. Have students share their own brief stories about a time when they or their family were or were not welcomed, or a time when they did or did not welcome another..

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.  As we prepare for Thanksgiving, that most American of holidays, lessons such as these will help students consider who’s been missing from the “American table” and how they can literally and metaphorically make a difference.

America champions the ideals of equality, fairness, and welcoming the stranger to our table. Thanksgiving is a holiday that especially challenges us to examine whether or not we are living up to our ideals. For your students, they can ask these questions in any of their activities, whether at a club or sport or student council, at their place of worship, later when they look at colleges, and, throughout their adult lives.

DOWNLOAD NOW

SEARCH ACROSS THE RACES: A Native American Looks at His Mixed Identities

I am Indopino brings together Tlingit, Cherokee, and Filipino storyteller Gene Tagaban’s personal story and the history of discrimination against American Indians in Alaska. He also weaves into this rich narrative the story of Elizabeth Peratrovich, who helped pass the 1945 Anti-Discrimination Act in Alaska, the first of its kind in the country.

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A SEARCH FOR IDENTITY AND AN AMERICAN INDIAN VISION THAT STILL LIVES TODAY.

This lesson plan uses the original story “I Am Indopino” by Gene Tagaban.  He is a noted storyteller and story artist whose heritage is Tlingit, Cherokee, and Filipino. This story brings together Tagaban’s personal story and the history of discrimination against American Indians in Alaska. He also weaves into this rich narative the story of Elizabeth Peratrovich, who helped pass the 1945 Anti-Discrimination Act in Alaska, the first of its kind in the country.

This unit contains:

  • Downloadable printable lesson plan
  • Teacher guide
  • Student activities
  • Printed text of story
  • Audio-downloads of story told by Gene Tagaban with his evocative music
  • Other Resources

Gene Tagaban weaves together historical and personal stories to explore larger themes and questions.  He explores the complexity of personal identity in light of his own multi-ethnic background while extending the question “Who am I?” to all of us.

Gene Tagaban illuminates the stereotypes that still surround indigenous people, in particular American Indians, and how those labels get in the way of seeing people for who they are in particular.

Tagaban also demonstrates how our histories —whether historical events, folk tales, or heroes—help shape who we are and how we understand ourselves.

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Lesson Plan


Download the I am Indopino lesson plan (PDF)

Story Excerpts

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

Excerpt #1 — Track One10:36 minutes

Excerpt #2 — Track Two8:55 minutes

Excerpt #3 — Track Three9:31 minutes

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

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About Storyteller Gene Tagaban


 

Gene Tagaban is a Native American performing artist, storyteller, trainer, counselor and healer. His heritage is Cherokee, Tlingit and Filipino. Raised in Alaska, Gene’s Native American name Gaay Yaaw, loosely translates as Salmon Home Coming. He is of the Tak deintaan Raven Freshwater Sockeye clan of Hoonah, Alaska, and the Child of a Wooshkeetaan Eagle Thunderbird clan of Juneau, Alaska.

Storyteller Gene Tagaban can be contacted about performances at www.storytellingraven.com or onecrazyraven@earthlink.net

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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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:

 

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.

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

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.

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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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

kentecloth

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

 

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.

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.

 

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!

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

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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.

 

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

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

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

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

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

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

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

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

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

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

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

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

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.
..

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

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

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

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

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

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

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.)

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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…)

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
______________________________________________________________________________

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/

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…)

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

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

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

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

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

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

 

ROSA

By Storyteller Linda Gorham

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

Story Summary:

 Rosa Parks is best known for her refusal to give up her seat to a white man on a

Montgomery, Alabama bus in 1955. Her action galvanized the growing Civil Rights

Movement and led to the successful Montgomery bus boycott. But even before her

defiant act and the resulting boycott, Ms. Parks was dedicated to racial justice and

equality. Linda Gorham tells the story of those times through the eyes of three people: Claudette Colvin (a 15-year-old who refused to give up her seat nine months before Rosa Parks), James Blake (the bus driver), and Rosa Parks herself.

 

Discussion Questions:

  1.  Given the climate of violence Rosa Parks faced, would you have had the courage to do what she and the other people of the Civil Rights Movement did? Have you ever stood up for something you believe in? What happened?
  2. Would you have been one of the people involved in the Civil Rights movement? How would you have helped?
  3. Many Whites thought things were unfair in this country and supported the Civil Rights Movement yet were afraid to say so to their own spouses, families or neighbors. When have you felt afraid to share your beliefs?

 

Resources:

  • Film – Mighty Times: The Legacy of Rosa Parks by Hudson & Houston produced by
  • Teaching Tolerance and Tell the Truth Pictures.
  • Rosa Parks: My Story by Rosa Parks and Jim Haskins. In this straightforward, compelling autobiography, Rosa Parks talks candidly about the civil rights movement and her active role in it.
  • Rosa Parks: A Life by Douglas Brinkley. Historian Douglas Brinkley follows this thoughtful and devout woman from her childhood in Jim Crow Alabama through her early involvement in the NAACP to her epochal moment of courage and her afterlife as a beloved (and resented) icon of the civil rights movement.

 

Themes:

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

MOM’S STORY

by Nancy Wang

 

Story Summary:

 Many of us have ambivalent relationships with our mothers. In this story, Nancy dives into that ambivalence trying to understand what has been so difficult about it and why.  Her journey is colored by the differences between Chinese and Western values and behaviors making it even more difficult to understand. But in the end, there is a final discovery that brings peace, love and reconciliation with her Chinese mom.

 

Discussion Question:

  1. What are your ambivalent feelings toward your mom? Does she know about it?  What would it take for you to sit down with your mom and have a talk with how you feel? What would be scary or uncomfortable about it? Are any of your challenges because of ethnic or generational or some other cultural difference?
  2. Have you ever seen your mother cry? Do you know why she was crying? Was it surprising to you and, if so, why?
  3. Can you imagine your mother as a child? a teenager? What do you think she was like when she was your age? Would she be a friend of yours?
  4.  Have you ever sat with your mother and asked her to tell you about one of the most wonderful moments in her life? or the saddest? or one that changed her life?   What would your relationship with her be like if you began to hear her stories?

 

Resources:

 

Themes:

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

IMMIGRANT STORY

By Storyteller Nancy Wang

 

Story Summary:

 This story follows the journey of Nancy Wang’s ancestors who arrived in California on a junk boat in 1850 and started the fishing industry of the Monterey Peninsula. However, both legal and illegal violence ensued against them for generations. This story reveals how a group of immigrants rallied with resilience and ingenuity so that the 7th generation of Chinese Americans thrives today.

 

Discussion Questions:

  1.  1.Why is it important for Nancy to read about her family in a book? What does that book represent?
  2. The family originally emigrated from China for what reasons? And did they accomplish what they set out to do? Were there differences of opinion within the family toward their former and present country?
  3. What was a Celestial? Why were the Chinese given that name? By using the term Celestial, how/why does this separate the Chinese? Were the Chinese different from other settlers moving into California? How?

 

Resource:

  • The Chinese in America: A Narrative History by Iris Chang

 

Themes:

  • Asian American/Asians
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Immigration
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

GRANDPA’S STORY

By Storyteller Robert Kikuchi-Yngojo

 

Story Summary:

 An American family gathers for a reunion with laughter, memories, and good ol’ corn beef and cabbage. Suddenly, the father kneels before his family and sobs apologetically, “Your country has betrayed you.” With the launch of Executive Order 9066, the unconstitutional mass incarceration of over 110,00 citizens of Japanese ancestry begins. Now this American family, deemed the “enemy race”, must ask, “What will happen next?”

 

Discussion Questions:

  1.  What did it mean that the Japanese boy was the second son and there was “nothing for him in Japan?”
  2. Robert’s Grandfather aligned himself with the U.S. Navy as a cook and received an honorable discharge. Later, he cries before his family and apologizes that he has left them with “No country.”  Is that true?  Why or why not?
  3. What sort of values and biases does America show towards its citizens during WWII?  What does the redress movement signify?

 

Resource:

 

Themes:

  •  Asian American/Asians
  • Crossing Cultures
  • Family and Childhood
  • Stereotypes and Discrimination
  • War

LOOKING AT MY YEARBOOKS

by Storyteller Shanta Nurullah

 

Story Summary:

 Looking at high school yearbooks, Shanta reflects on the “change” in her neighborhood from mostly white to all black. As a child, Shanta could not understand when the adults told her “the white people are running away from us”. Even as an adult with a larger understanding of the times – blockbusting and other societal and economic pressures – the sting of being “the other” remains.

 

Discussion Questions:

  1. What stories can photo albums or school yearbooks tell you about the people in your family or neighborhood?
  2. How do you feel when you realize that someone doesn’t like you?
  3. What keeps you strong when you’re in uncomfortable situations?
  4. How does your family influence your ideas and feelings about people from different backgrounds or cultures?

 

Resources:

  • Between the World and Me by Ta-Nehisi Coates
  • The Bluest Eye by Tony Morrison
  • Seed Folks by Paul Fleischman

 

Themes:

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

PRECIOUS LORD

By Storyteller Rev. Robert Jones with Sister Bernice Jones

 

Story Summary:

 Robert Jones talks about the roots of Gospel music and the influence of Thomas A. Dorsey and Mahalia Jackson.

 

Discussion Questions:

  1.  Gospel is a blend of spirituals, blues and African rhythm. How do musical forms morph into their next evolution?
  2. What was happening in the U.S. and for African Americans as Gospel music evolved? How did Gospel music provide comfort and artistic expression for African Americans?

 

Resources:

  • People Get Ready!: A New History of Black Gospel Music by Robert Darden
  • Thomas A. Dorsey Father of Black Gospel an Interview by Robert L. Taylor
  • Mahalia Jackson: Born to Sing Gospel Music by Evelyn Witter

 

Themes:

  •  African American/Black History
  • Crossing Cultures

DOGS & HOUNDS

By Storyteller Rev. Robert Jones

 

Story Summary:

 Rev. Jones describes how American Roots Music tells a story. He plays a harmonica piece by Sonny Terry called Lost John. Lost John tells the story of a man who escapes a chain gang trying to get home to see his family. In the song, you hear the hounds chasing and the train a’ coming.

 

Discussion Questions:

  1. What does Rev. Jones mean when he said that American Root Music (gospel, blues, country, western, Cajun, zydeco, folk, tejano, Native American) needs to be simple so that people can change it?
  2. What kinds of changes to this song would other musicians make?

 

Resources:

  • American Root Music by Robert Santelli
  • Romancing the Folk: Public Memory and American Roots Music by Benjamin Filene

 

Themes:

  •  African American/Black History

THE DAY THE NAZIS CAME

by Storyteller Syd Lieberman

 

Story Summary:

 An excerpt from Syd’s book Streets and Alleys, this is a true story of the day the Nazis spoke near Syd’s home at Lovelace Park in Evanston, IL and Syd’s surprising reaction.

 

Discussion Questions:

  1.  Is it possible to be emotionally neutral when your family has been hurt by someone else? How do we channel rage in productive ways?
  2. What did Syd discover in himself that surprised him?
  3. What did Syd mean that there were “no victors” during this demonstration? Do you think Syd wishes he had made other choices that day? If Syd could do the day over, what would you advise Syd to do or not do?

 

Resource:

 

Themes:

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

AUNT HELEN

by Storyteller Syd Lieberman

 

Story Summary:

 

In this story a Jewish girl and her friend sneak away from the forced walk of the Nazis toward… they don’t really know. They hide in a haystack and a farmer helps them until the drums toll.  In the face of this innocence, what motivates the Nazi soldier? What compels the farmer to help? What does this story say about the capacity of human beings for good and evil?

 

Discussion Questions:

  1. Carrying the dead bodies inflicted with typhoid was unimaginable, and Helen was horrified, yet she carried the bodies. Why?
  2. What enabled Helen to live through such ordeals? Do you think you could have endured and survived all that Helen did?

 

Resources:

 

Themes:

  • Family and Childhood
  • Living and Traveling Abroad
  • Jewish Americans/Jews
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking
  • War

IF ONLY YOU WERE MEXICAN …

By Storyteller Antonio Sacre

 

Story Summary:

 A director tells Antonio that he would produce his play if only he was Mexican. This makes Antonio reflect on the importance of listening to stories outside our own ethnic groups. Antonio travels to Mexico and learns Mexican folktales to share with the community.

 

Discussion Questions:

  1. It’s important for communities such as Mexican-Americans to see plays written, directed and acted by Mexican-Americans. However, it’s important to hear stories from other cultures as well. How does a teachers, parents and community theater directors balance both concerns?
  2. Do you know the folktales and history of your family’s cultures? Did you hear them in school? From the adults around you? From books?
  3. How did knowing and learning the stories that have existed in your culture for hundreds of years affect you? Does it make you curious about other groups’ stories?

 

Resources:

  •  Mexican Folk Tales by Anthony John Campos
  • Momentos Magicos/Magic Moments by Olga Loya
  • Mexican American Theatre Then and Now by Nicolas Kanellos

 

Themes:

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

MUSIC TO DREAM OF CUBA BY

By Storyteller Antonio Sacre

 

Story Summary:

 Antonio’s father listened to classical music that transported him back to his beloved Cuba. Antonio thinks of listening to music in the future with his son and the memories and scenes the music will evoke.

 

Discussion Questions:

  1. Why do you think Antonio’s father rarely talked about his time in Cuba?
  2. How did the music make it possible for Antonio’s father to share a little bit of his childhood memories?
  3. What music moves you? What pictures does it create in your imagination?

 

Resources:

  •  The Vintage Guide to Classical Music by Jan Swafford
  • How to Listen to Great Music: A Guide to Its History, Culture and Heart by Robert Greenberg
  • Waiting for Snow in Havana: Confessions of a Cuban Boy by Carlos Eire

 

Themes:

  • Education and Life Lessons
  • Family and Childhood
  • Latino American/Latinos

MEXICANS IN CHURCH

By Storyteller Antonio Sacre

 

Story Summary:

 Occasionally, Antonio brings his friends and family to Catholic mass, not always with the results he hoped for. However, in Los Angeles, he goes to church with Mexican-American families where he finds people who are deeply into the ritual and their passion for their religion makes him proud.

 

Discussion Questions:

  1.  Do you go to a faith-based service of some kind? Is your church, temple, synagogue or mosque primarily one ethnic group? How do the ethnic cultures and religions in your community mix, influence and play off of one another?
  2. Why does going to a Mexican-American community’s church make Antonio proud to be Catholic?

 

Resources:

  •  Latino Catholicism: Transformation in America’s Largest Church by Timothy Matovina
  • Mexican-American Catholics by Eduardo C. Fernandez

 

Themes:

  • Crossing Cultures
  • Education and Life Lessons
  • Interfaith
  • Latino Americans/Latinos

THE OBERLIN RESCUE OF 1858

By Storyteller Susan O’Halloran

 

Story Summary:

 John Price escapes from the Kentucky plantation where he had been enslaved. He plans to go to Canada but when he arrives in Oberlin, Ohio and sees Black shopkeepers and Black students going to college, he decides to stay. However, he doesn’t know that a slave catcher under the protection of the Fugitive Slave Act is coming for him.

Discussion Questions:

  1.  Why was the Fugitive Slave Act enacted in 1850? What did it require of citizens and what was the punishment for disobeying this law?
  2. The Supreme Court upheld the Fugitive Slave Act. Five of the nine Supreme Court justices participated in slavery. How do you think their involvement with slavery affected their vote? Do you think it would have been possible for the judges to remain “impartial”?
  3. Why did President Buchanan’s administration decide it had to make an example of the Oberlin Rescuers? In what ways did the federal government’s plan to punish Oberlin backfire? What actions did the public take to show their support of the Rescuers?
  4. Susan tells a story set in the period when slavery existed in America. She tells this story without ever using the word “slave” (except to refer to the already-named Fugitive Slave Law). What difference does it make to talk about “a person who escaped slavery” or “a person who was captured and enslaved” rather than “a slave”? How does language hide responsibility? Give other examples such as calling an area a “ghetto” instead of a “dis-invested neighborhood.”
  5. Do we have a responsibility to make things “better”? What would you like to change? What would you be willing to do to make a difference?

 

Resources:

  • Oberlin, Hotbed of Abolitionism: College, Community, and the Fight for Freedom in Antebellum South by J. Brent Morris
  • History of the Oberlin-Wellington Rescue by Jacob R. Shipherd

 

Themes:

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

 

THE OTHER 9/11 STORY

By Storyteller Susan O’Halloran

 

Story Summary:

 After the September 11, 2001 attacks on the World Trade Center and the Pentagon, demonstrations against Muslims arose in different parts of Chicago. One group of Chicagoans on the southwest side of the city decided to support their Muslim neighbors. This support grew into a massive rally and teach-in at Chicago’s Navy Pier. Sue witnessed people willing to learn from and about each other and how much taking a stand could mean.

 

Discussion Questions:

  1. Why don’t we hear the stories of what is working?
  2. The teachers taught the students about other times in history when people were stereotyped and scapegoated. Give an example of what they might have taught.
  3. Were the adults correct in keeping the students away from the (peaceful) demonstration of support? Was their alternative way to involve the students effective?
  4. Why is it important to show support to groups of people who are under attack?

 

Resource:

  • September 11, 2001: A Record of Tragedy, Herosim and Hope by Editors of New York Magazine

 

Themes:

  •  Crossing Cultures
  • Interfaith
  • Muslim Americans/Muslims
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

DAVY CROCKETT

By Storyteller Susan O’Halloran

 

Story Summary:

 As a five-year-old Sue met a boy her age who was different from her. Sue’s mother subtly lets Sue know that she is not to be friends with the boy.

 

Discussion Questions:

  1. When was the first time you met someone of another “race”?  What effect did it have on you?
  2. What unspoken lessons around race have been transmitted to you?
  3. What does Sue mean when she says that it was “even more damaging” that she received a message from her mother that they and the place where they lived was “better”?
  4. How was Sue damaged by being taught that she, her family and her community were superior?

 

Resources:

  • Critical White Studies by Richard Delgado and Jean Stefanci
  • Blindspot: Hidden Biases of Good People by Mahzarin R. Banaji and Anthony Greenwald

 

Themes:

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

BEACH DROWNING AND RACE RIOT

By Storyteller Susan O’Halloran

Story Summary:

 In researching housing history in segregated Chicago, Sue learns about the 1919 Chicago race riot. Why had she never heard of this before?

 

Discussion Questions:

  1. Would you hide a family fleeing the violence during a riot?
  2. What led up to the riots? How were people turned against each other? Who benefitted from the separation of black and white?
  3. What choices confronted the city leaders after the 1919 race riot?  What choices did they make?  What were the consequences?
  4. What does it mean that segregation was “forced”?

 

Resource:

  • Race Riot: Chicago in Red Summer of 1919 by William M. Tuttle

 

Themes:

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

MOMA SAID …

By Storyteller Michael McCarty

 

Story Summary:

Michael’s mother models the importance and love of reading, but, mostly importantly, the value of kindness. When Michael tours in Brazil, he discovers that his mother was teaching the students there as well.

 

Discussion Questions:

  1. What is the power of positive reinforcement?
  2. What was learned from the “Tea & Pound Cake” encounter?
  3. How is reading the key to making your dreams become reality?

 

Resource:

  •  Live Your Dreams by Les Brown

 

Themes:

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

VINDICATION

by Michael McCarty

 

Story Summary:

While in high school, Michael and some classmates make demands of his school to include more Black History in the curricula. The students hold a walkout and Michael is expelled. Decades later as an adult, Michael is brought back to the school to receive his high school diploma and the school’s gratitude.

 

Discussion Questions:

  1. What were the motivations for the school walkout?
  2. What inspired Greg Meyers, who hadn’t had any contact with McCarty or Tyler for decades, to create a movement to get St. Ignatius High School to apologize and give them their diplomas?
  3. Was the walkout the best way to get the school to listen? Was making their point and getting expelled worth the victory McCarty and Tyler experienced years later?

 

Resource:

  •  Black Against Empire: The History and Politics of the Black Panther Party by Joshua Bloom and Waldo Martin

 

Themes:

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

WHY AM I A JEW?

By Storyteller Gerald Fierst

 

Story Summary:

 Gerry Fierst is someone who would describe himself as “spiritual”, but he also says: “I also love the ritual of religion which connects us to all who have gone before and all who will come long after we are gone.” Especially as Gerry got older, he realized der pintele yid lived inside of him as he could hear the words of his ancestors and pass the tradition of the blowing of the shofar on to his children.

 

 

Discussion Questions:

  1.  How important is it to you to have a conscious spiritual life?
  2. How important is it to you to express your spirituality in a religious community?
  3. What do you know about the great diversity of expression and experience within Judaism?

 

Resources:

  • An article about being culturally Jewish: http://circle.org/cultural-jews-release
  • In Every Tongue: The Racial & Ethnic Diversity of the Jewish People by Diane Tobin

Themes:

  •  Family and Childhood
  • Identity
  • Jewish Americans/Jews

ALBUQUERQUE

By Storyteller Jerry Fierst

 

Story Summary:

 Growing up in New York City, Gerry never understood that Jews were such a small percentage of the world’s population. In his neighborhood, one could go for blocks and blocks and never meet anyone who wasn’t Jewish. But when Gerry went to visit cousins who had retired to Albuquerque, he discovered that “we all look alike when we are the other.”

 

Discussion Questions:

  1.  Did you grow up in a neighborhood of people who were very similar to you? What are the advantages and disadvantages of growing up in homogenous communities?
  2. Why did the police officer not see that Gerry and his cousin looked very different from each other? How is it that we can look but not really see a person?

 

Resources:

  •  A History of the Jews by Paul Johnson
  • Anti-Semitism in America by Harold E. Quinley and Charles Y. Glock

 

Themes:

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

THE NUNS

By Storyteller Gerald Fierst

 

Story Summary:

 Growing up in his New York City Jewish neighborhood was a world of homogeneity for Gerry. But an occasional intrusion of “alien nuns” could be truly scary to a young child unfamiliar with other religions.

 

Discussion Questions:

  1.  Have you ever reacted with the same kind of fear that Gerry and his friends had when they saw nuns? What could the adults have done to help the children understand who the nuns were?
  2. What allows someone to react with curiosity rather than fear to someone or something that is different?
  3. Does every group have prejudices and biases? Does being discriminated or misunderstood yourself lead to your being more open-minded about others?

 

Resource:

  •  Catholic and Jews in Twentieth-Century America by Egal Feldman

 

Themes:

  •  Crossing Cultures
  • Interfaith
  • Jewish Americans/Jews
  • Stereotypes and Discrimination

WHERE ARE YOU FROM?

By Storyteller Arif Choudhury

 

Story Summary:

 Bangladeshi-American Muslim storyteller, Arif Choudhury, shares stories about growing up as the only “brown-skinned boy” in the neighborhood and how 9-11 changed how others might perceive him and his family.

 

Discussion Questions:

  1.  What’s the difference between an interrogation and a conversation? How do we be curious about one another but not pressure someone to represent their whole group or feel that they’re being examined and objectified?
  2. Did you ever wonder about your own identity? How did you resolve your questions and confusion?
  3. Has your understanding or behavior towards Muslims changed over the years? In what ways?

 

Resources:

 

Themes:

  • Asian American/Asians
  • Crossing Cultures
  • Family and Childhood
  • Identity
  • Muslim Americans/Muslims
  • Stereotypes and Discrimination

JUST NOT MUSLIM ENOUGH

by Storyteller Arif Choudhury

 

Story Summary:

Sometimes we forget about the diversity that exists within a faith and within a family. In this story, Arif is reminded of how he is different from some of the relatives in his Muslim family.

 

Discussion Questions:

  1. Why would those within a similar group judge each other as to whether they are Muslim enough, Black enough, Manly enough and so forth?
  2. What are some of the differences within your ethnic or religious group? What is most misunderstood about your group?

 

Resources:

  • All-American: 45 American Men on Being Muslim by Wajahat Wali and Zahra T Suratwala
  • Muslim Communities in North America by Yvonne Hadda and Jane Idleman Smith

 

Themes:

  • Family and Childhood
  • Identity
  • Muslim Americans/Muslims

EVACUATION

by Storyteller Anne Shimojima

 

Story Summary:

What if the U.S. went to war with your country of origin? Anne Shimojima tells of the difficult days following the attack on Pearl Harbor, when her Japanese-American family were forced to evacuate their home. Could it happen to you?

 

Discussion Questions:

  1. Imagine that your family had to leave its home in ten days. You can only take what you can carry. You may never return. What will you take and why? What will you have to leave behind that will break your heart to leave?
  2. What can we learn from the experience of the Japanese-Americans at this time when Muslim-Americans face so much prejudice?
  3. Being an American citizen gives us certain rights. If you lost your rights as the Japanese-Americans did in World War II, what are some of the actions you could take in response?

 

Resources:

  • Densho: The Japanese American Legacy Project – The Densho Digital Archive contains 400 videotaped histories (fully transcribed, indexed, and searchable by keyword) and over 10,700 historic photos, documents, and newspapers. www.densho.org/
  • Personal Justice Denied; Report of the Commission on Wartime Relocation and Internment of Civilians. The Civil Liberties Public Education Fund and University of Washington Press, 1997. Available at: books.google.com  and

 

Themes:

  • Asian American/Asians
  • Bullying
  • European American/Whites
  • Family and Childhood
  • Housing
  • Identity
  • Stereotypes and Discrimination
  • War

INCARCERATION

By Storyteller Anne Shimojima

 

Story Summary:

How would the government treat your family if it went to war with your ancestors’ country of origin? Anne Shimojima describes life in an incarceration camp for her Japanese-American family during World War II.

 

Discussion Questions:

  1. Imagine that you were in an incarceration camp in World War II. How would you answer Question 27 and 28 and why?
  2. How do you think the experience of living in an incarceration camp (when you have not done anything wrong) can affect a family and succeeding generations?
  3. How do you think the lack of privacy affected the people living in the camps?

 

Resources:

  • Japanese American Relocation Digital Archives – University of California Teacher created lesson plans for grades 4-12 based on photographs, letters, diaries, transcribed oral histories, and artwork of the camps – www.calisphere.universityofcalifornia.edu/jarda/
  • Looking Like the Enemy; My Story of Imprisonment in Japanese American Internment Camps by Mary Matsuda Gruenewald

 

Themes:

  • Asian American/Asians
  • Bullying
  • European American/Whites
  • Family and Childhood
  • Housing
  • Identity
  • Stereotypes and Discrimination
  • War

MORE ALIKE THAN NOT

Featuring Storytellers Arif Choudhury, Gerald Fierst and Susan O’Halloran

 

Story Summary:

 Through exploring misconceptions and common threads such as immigration and disagreements within their own religions, these three tellers bring alive their distinct histories and our common humanity to illuminate the experience of being an American in a time of religious tension, change and possibility.

 

Discussion Questions:

  1.  What were you taught about other faith traditions? Were you given accurate information or misinformation?
  2. What groups do you identify with? Do you ever feel as though you don’t fit in in your own group?
  3. Why do people condemn, fear or stereotype people from different religions?
  4. Is there a religion you’d like to learn more about? What similarities between the major world religions might surprise you?

 

Resource:

  • Religious Tolerance and World Religions by Jacob Neusner and Bruce Chilton

 

Themes:

  • Crossing Cultures
  • Identity
  • Interfaith
  • Taking A Stand and Peacemaking