That’s What My People Do: Facing Prejudice in a 1960s High School

by Eunice Jarrett

Story Summary

High school students organizing a memorial service for a teacher trigger an emotional process for Eunice who is asked to step out of her comfort zone, again.  Family life and school life create race-related expectations.

For a print friendly version of the transcript, click here: Thats-What-My-People-Do-Facing-Prejudice-in-a-1960s-High-School

Discussion Questions:

  1. How did expectations based on race shape the students’ behavior at Eunice’s school?
  2. Can you name talents or skills that are reflected in Eunice’s family? What about your family? What gifts do you see in yourself and your relatives?
  3. What is the impact of constantly hearing stereotypes – positive or negative – about you and groups to which you belong?
  4. In this story, what makes a simple request to sing seem so troubling?

Resources:

March by John Lewis, Andrew Aydin, Nate Powell (Three graphic novels)
A Raisin in the Sun a play by Lorraine Hansberry
Article in Northwest Indiana’s newspaper about Eunice’s sister, Annie Hicks, who was the first black teacher in Hammond, Indiana –
http://www.nwitimes.com/news/local/lake/hammond/hammond-s-first-black-teacher-speaks-of-need-for-tenacity/article_b902bcf1-db00-5d20-9589-52674ba792de.html
Facts about school integration in the U.S. – https://en.wikipedia.org/wiki/School_integration_in_the_United_States

Themes:

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

Full Transcript:

Hi, my name is Eunice Jarrett and my story starts in the 1960s, in Indiana.

The complexion of our high school was changing and the black parents encouraged their kids to stand up and be a credit to our race. So, I became our high school student government’s token Negro. One of our teachers had died suddenly, and the student government people were asked to organize a memorial service.

And I remember the service going kind of like this. We had a meeting and I remember the meeting going something like this. Max was the president and he decided that he would preside over the meeting.

Rose really liked the old teacher. And so, she said that she would give the highlights of the teacher’s life. Chris was a poet and he volunteered to tell the poem. Huh, and Tom, Tom decided that he should say the closing prayer.

And then they decided, “Well, what, what should Eunice do?”

Tom said, “Let her sing. Isn’t that what her people do?”

Like I wasn’t in the room. I mean, I was right there. Why would they say for me to sing? They never heard me sing. Ohh! Sing and dance. That’s what they think my people do. Huh. Well, they didn’t know. They didn’t know that letting me sing might break that stereotype. Letting me sing, I might bring my whole race down from that high pillar of musical expectation. But I’d sing, because that’s what my people do.

You see, my sister Annie, she stepped up and she went to teachers’ college, graduated with honors, only to be told that this color of her skin disqualified her from teaching in her own hometown. Huh. She won that federal court case and the superintendent of schools who said, “Over my dead body,” he died. And my sister became the first Negro teacher in our whole school city. She inspired other people, and that’s what my people do.

Fred didn’t know, Fred didn’t know that I knew some real singers. I mean, my mother and my sisters, they could really sing. My mother, she fancied herself to be a soprano Marian Anderson. Hmm. When she got to sing on Sundays, she had her own gospel arias. But she would always tell us the story of that magnificent Negro woman who sang opera all across the United States and all around the world. Then she told the story of the Daughters of the American Revolution who wouldn’t let her sing at their event in Constitution Hall, in front of an integrated audience. Because Marian Anderson was a Negro. Hmm.

Mama said, “What the devil means for bad, God will use it for good.” Mama said, “Mrs. Roosevelt fixed it. Instead of Constitution Hall, Marian Anderson got to sing on the steps of the Lincoln Memorial on a beautiful Easter morning, in front of thousands and thousands of people. I can still feel the pride of Mama’s voice when she told that story.

Yes. Daughters of the American Revolution. Yes, that organization. They were the same daughters, they gave out awards to eighth graders for citizenship and leadership. And when I graduated eighth grade in 1966, I was the winner of that award.

Our principal and faculty, they voted for me. But when they found out who I was, they turned my name into the DAR. And when they found out who I was, they refused to give me the award because it was supposed to be given to a white student.

Well, our white principal said, “We voted for her. And if you don’t give it to her, we won’t give your award ever again!”

I still have that award somewhere in a box. Can you imagine how I felt standing there to receive an award that I knew they didn’t want to give me? But I stood there and I was gracious, because that’s what my people do.

Well, while Rose was writing my name, I wondered, “Should I get Mama or my sisters to sing?”

Well, the student government kids didn’t know that when I went to choir rehearsal, my sisters got the best singing parts, they got the leads. And the rest of us, we had to clap and rock in the background. The student government kids didn’t know I had a hard time clappin’ and rockin’ at the same time.

But I think I’ll sing, even though once a lady at choir rehearsal whispered very loudly that I couldn’t carry a tune in a bucket. So just to make her a liar, I practiced finding my tone, and I put it in my imaginary bucket.

Well, you know, I agreed to sing not because I’m the best singer, but we stand up. And sometimes we have to stand up to people who don’t know it was enough to not like us.

You know, they say that when one black family moves into a block, it breaks the block. Well, when my family moved, we broke the block. And the boy next door made it his job to stand at our fence and call us names, every day. And we had to walk past him, hold our head up high, and ignore him every day, until the day he came into the fence, ready to fight girls in their own backyard. Well, my middle sister got in trouble for fighting back. But you know, sometimes we just get tired, sometimes we really do. Huh.

Well, all I had to do was sing a song. I just had to pick a song. “Let My People Go?” Uh, that was a little sarcastic. “Swing Low, Sweet Chariot?” That was probably the only spiritual that some of my classmates knew. But I was a Negro and we had spirituals. That’s what my people do.

Well, it was the day of the program. I remember the shuffling feet, letting down the wooden auditorium chairs, the hushed whispers. The student government officers, we entered stage left and there were chairs, wooden chairs and an arc behind the podium. Yes, hhh, I remember.

Max went to the podium, and he, in his most eloquent words, explained the reason for the assembly and we started the assembly. He introduced Rose, and Rose had done her… She’d done her research. I didn’t know that I… that teacher had gone to Tibet and knew how to ski. But I was not surprised that she taught a lot of the parents, and she had a cat.

Well, next Chris went up to read his poem. I don’t know what he said because I knew I was next. Then Max went back to the podium, and he said words and more words and I was looking for my invisible bucket. But then Max turned and smiled at me.

So, I stood up. And I walked to the podium. And I looked out on the darkness, and I did what my people do.

The Colfax Louisiana Massacre: A Story about Reconstruction

by Zahra Glenda Baker

Story Summary:

This is Zahra’s personal story of reconnecting with her siblings and learning about how history is told through the voice of the “hunter”. On a journey back to their Louisiana birthplace, Zahra and her siblings uncover a story of an event that affects the lives of their family, community and the nation. (more…)

The Importance of Representation on Our Stages: Role Models for Young Audiences

By Storyteller Rives Collins

Story Summary:

In this story, Rives Collins, Assistant Professor at Northwestern University,  recalls his work directing plays for children.  He shares the discoveries the young people helped him make regarding the importance of representation on our stages and the significance of role models for our children. (more…)

Standing on the Wall of Derry: An Irish American Confronts the Irish Conflict

By Storyteller Margaret Burk

Story Summary:

Finding herself on a historical tour of the Wall of Derry in Northern Ireland, Margaret discovers within herself that she is holding on to an ancestral hostility, the kind of hostility that perpetuates hatred, violence and war.  Is this who she wants to be? (more…)

A Brilliant Day: A Dutch Woman’s Courageous Travels in Nazi Occupied Holland

by Peter R. LeGrand

Story Summary:

This story weaves present day observations with the true accounts of Peter’s grandmother, a Dutch Jew, and the incredible journeys she went through during the time of Nazi occupied Holland during World War II. As Peter takes a bike ride along Chicago’s lakefront, observing the ease and comfort of modern day life, he remembers his grandmother’s stories of the dangers of riding a bicycle across rural Holland to secure food for her husband and children. The contrasts of modern living are highlighted against the fears of appearing in public as a Jew during the war.  (more…)

Surviving and Thriving: When Racism Destroyed 1920s Black Wall Street in Tulsa Oklahoma

by Shanta Nurullah

Story Summary:

This family story describes Shanta’s father and grandparents’ escape from the 1921 Tulsa Oklahoma Massacre. Shanta’s grandfather, a tailor, was forced to flee with his family to Chicago where he was able to re-establish his business. (more…)

The Teacher as Learner

By Nancy Donoval

 

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.  (more…)

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 

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.

.

.

  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

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

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

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)

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.

______________________________________________________________________

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:

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.”

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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“…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

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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.)

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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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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

BRING BLACK HISTORY INTO THE PRESENT

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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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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.

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.

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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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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. (more…)

Just Hair: Finding Out the Importance of Your True Roots

By Diane Macklin

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. (more…)

The Immigration Process vs. Pre-Wedding Bliss

By Storyteller Arianna Ross

 

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. (more…)

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

By Arianna Ross

 

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.  (more…)

Martin and Me – A Coming of Age Story

By Stephen Hobbs

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?  (more…)

Taming the Fire: A Black Heritage Search

 

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. (more…)

A Black American Son’s Survival Lessons

By Sheila Arnold

 

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.  (more…)

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?

For a print friend version of the transcript, click here:  The-Bus-Traveling-from-England-to-India-with-the-Hells-Angels

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

Full Transcript:

Hello, my name is Geraldine. Geraldine Buckley. And in 2007, it never crossed my mind, when I was training to be the chaplain, at the largest men’s prison in Maryland, that after just a few weeks on the job, I would be sitting in my office, across my desk from the leader of the Crips, which is a largely African-American violent gang. And that I would be asking the head of the Crips for his help with a problem.

Well, when that day came, I did what I do best in those situations. After all, you’ve probably realized by now, that I was born and brought up in England. Well, I made him a cup of tea. But I really did have a problem. The midweek Bible service that had about 240 men and…, it had become a meeting place for the gangs, particularly the Crips. Now, the front of the service was fine. That’s where men were opening themselves up to the love and forgiveness of God. And so, they were able to extend that love and forgiveness to other people. Incredible things were happening. But it was just at the back of the chapel that I had such a problem. That’s where the gang members, particularly the Crips, were passing things and they were talking loudly. Well, goodness knows what they were plotting. But they were disturbing the service and I couldn’t have that. And there was another level to this problem, and that is, if the correctional officers realized what a serious gang problem we actually had, they’d close down the service and we might not get it back for months.

Well, I went to the, the head of the, the inmate leaders of the chapel. Ah, we had a church of 600 people behind the walls. And, ah, the leaders, many of them, had theological degrees and I asked them for their input and they suggested that I take all those Crip leaders off the list. In other words, ban them from the service. But I didn’t want to do that, because to my mind, unless they sat under the Word of God, what hope would they have of changing? So, that’s why I decided to go to the root of the problem, which is how I find myself in my office, across my desk from the head of the Crips. Let’s call him El Jefe. Well, he was about thirty-three years of age. He was African-American. He came from Baltimore. And I knew, I only had him in my office for 20 minutes because he’d arrived at half past two and he had to leave by 2:50 in order to get back to his cell in time for count. And if he wasn’t there, he’d be taken off to the segregation unit in chains. I thought, how am I going to establish any common ground, any mutual understanding, or any hope of cooperation, in such a short amount of time.

After all, we were so different. I mean, for a start, he was a man and I’m a woman. He’d been incarcerated for years and he’s got years to go. And I’m relatively new at all this. And then, he was a Crip and I’m a Pentecostal. And then, I had an idea. And I said, “Jefe, let me tell you a story.” I have, but first of all, I said to him, “Jefe, I think I have a really soft spot for gangs.” Well he was, at the time, he was slumped in his chair and he was gently tapping his fingers on the edge of my desk. And he was looking at me through half-closed eyes and I knew then that he was not buying it. So that’s when I said, “Jefe, let me tell you a story.”

“When I was 21, I went on a bus trip from North Finchley tube station in London to Delhi, India. It was called Budget Bus. It was bright pink. It was decrepit. It was held together with duct tape. But it was cheap. Now, I went for two reasons. First of all, I wanted something on my resume the following year, that would make me really stand out from my, my fellow graduates. And the other thing is I really wanted to irritate my mother.”

“Now, I was really concerned about who my fellow travelling companions were going to be because we would be travelling together for six weeks. We would be eating together by the side of the road. We’d be sleeping in tents together. So, we would in effect, be a mobile travelling capsule. And so, I was very concerned when I first stepped on the bus, and my immediate impression was one of a strong smell of unwashed bodies. Well, I tried hard to not let that show on my face but I looked to see where it was coming from. And it was a small group of men who were very thin, they had hollow eyes, and they had track marks up and down their arms. These were drug addicts. And one of them was going to die on a beach in Sri Lanka.”

Well, I looked over at Jefe, and I’d noticed that he’d stopped drumming his fingers, and he was sitting up straight. Good. I had his attention, so I carried on. “So,” I said, “of the other 25 or 30 other men and women on that bus, there was another man who immediately, I immediately, noticed. he was a small man. He was in his mid-20’s. He had shifty eyes. And he sat right at the back of the bus. And I knew straight away, he was Australian because of his accent, And I found out later that his name was Wayne. Well, from that very first moment of getting on the bus, he kept up a loud, continuous monologue of the filthiest language I have ever heard before or since.”

“And then, there was another group of men who stood out to me. They were wearing denim and leather and chains. They had shaved heads. They were covered in tattoos, and they had a really hard look on their faces. These were the Hell’s Angels. Now, it must be said, that these were English Hell’s Angels, so they were a little more refined than their American counterparts. But they were still Hell’s Angels, and they terrified me. Particularly, their leader who was called Grila. Now, Grila was an enormous man. He couldn’t read or write. He had his name tattooed on his knuckles. G-R-I-L-A. And he had this huge tattoo on his arm of a gravestone with the names of men in it. And I looked at those names and I thought, ‘Are they the names of the men he’s killed?’ Oh, that man, Grilla, absolutely terrified me!”

“Well, that bus was far worse than I could have ever imagined on that first day. Wayne and his new group of friends discovered that down the aisle of the bus, there was a trap door that went down to the road. And when the bus was moving, they would have urinating contests. And if anybody objected, they would turn the flow on them. And then, for some reason, Wayne thought it would be great fun to pick on me. And so, for hour after hour, he kept up another loud monologue describing, in vivid detail, what he imagined I did as extracurricular activity.”

“Well, I was only 21 and this went on for day, after day, after day. Well, one of those days, I was sitting near the back of the blus… back of the bus, playing Scrabble with Wayne’s new girlfriend. She and I shared a tent for the first few days of the bus. Well, he said something really crass to her. Really revolting. And, stupidly, I defended her. So, he pushed me back in my seat. And then, he picked up his big fist to hit me. When all of a sudden, over my shoulder, came an enormous hand and it grabbed Wayne’s wrist. And a voice said, ‘No, you don’t. You’re not hitting women. Not on my turf!’”

And Wayne just crumbled and he said, ‘No!’ He said, ‘Don’t hurt me! Don’t, don’t hurt me! Don’t hurt me.’”

“Well, I looked around to see who he was, who’d come to my help. It was Grilla! Grilla had come to help me. Well, that night I was sitting on the bus by myself. All the others were setting up the camp and, and Grilla came to find me. And he was shuffling his feet a bit, and he had his cap in his hand, and he was twisting it, and he kept his eyes on the ground, And he said, ‘Geraldine, I’m really sorry I didn’t do more to help you on that bus today.’ He said, ‘But if we men start eating each other, someone’s going to get killed.’”

“Well, several things happened from that incident. The first thing, was that Wayne kept really quiet at the back of the bus, which was wonderful. And then, that was the first time that I realized that, although it’s best for men and women to work together, sometimes you need a man to stand up and do what’s right. And when that happens, it’s like a key turns in a lock and evil turns to good. And then the other thing that happened was, that Grilla and his group of Hell’s Angels friends, they took me under their wing. And I became the little sister the gang. All very innocent.”

Well, at that moment I looked over at, ah, at Jefe and his eyes were as big as the bottom of s… of buckets. And I said, “I know, isn’t that incredible, Jefe, that a woman who was not long out of a convent boarding school, would end up being the little sister of a gang of hens… Hell’s Angels. But what that meant was, that I got to spend time with them. I got to see who they really were. And I saw that they, they really cared for each other. They had each other’s backs. They were family.”

“So, one day I asked Grilla about that enormous tattoo on his arm, the one of the gravestone with the R.I.P. and the names of men. And he said, “Oh, Geraldine.’ He said, he said, ‘They’re my fallen comrades. They’re my dead friends. If we don’t look out for each other, who will?’”

Well, at that moment, a shadow came across the glass in my office door. It was the correctional officer. And he opened the door. He said, “Chaplain, you’ve got three more minutes with this man, and then he’s got to get back to his cell in time for count.”

I said, “Thank you, officer.” Three minutes. How was I going to get my last point across in such a short amount of time? Tick…tick…tick…And then, I had another idea. I said, “Jefe, you and your, your Hell’s Angels, your, you and your, your Crips friends. You’ve been teaching me such a lot since I’ve been here. You’ve been teaching me about gang warfare and streets and, and gangs. Now, tell me if this is right or not, but from what I understand, you’d never let another gang come in and take your street corner. Is that right?”

He said, “Oh, that’s right, Chaplain.” And he said, “That’s never gonna happen. Never gonna happen.”

I said, “Well, Jefe, this mid-week Bible service, this is our land. The leader of these, this chaplain and mine. And if you continue what you’re doing with your Crip friends, you’re going to draw the attention of the correctional officers. And if you carry on doing it, they’re going to take it away from us. Now, it would break my heart to take you and your fellow gang members off the list. In other words, ban you from the service. But if that’s what I’ve got to do, I’ll do it. Because no one is taking this land away from me.”

And we just stared at each other. Tick, tick. A shadow came across the door in the office and then, and then, Jefe said, “It’s all right, Chaplain.” He said, he said, “I get it. There’ll be no more trouble. I give you my word.”

And you know something? Jefe kept his word from that moment ’til the time I left, two and a half years later. There was no more gang trouble in the Protestant chapel. No more trouble on my turf.

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

by Angela Lloyd

 

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.  (more…)

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

By Storyteller Pippa White

 

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. (more…)

Loving Someone Tall: A Conversation With My Father About Race

By Laura Packer

 

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.  (more…)

No Aguantara

Story Summary:

The differences were easy to see, Catholic/Jewish, Brown/White, Spanish-Speaking/English-Speaking, 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.

For a print friendly version of the transcript, click here: No-Aguantara

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

Full Transcript:

My name is Carrie Sue Ayvar and just after I graduated high school, I went from Pittsburgh, PA to Zihuatanejo, Guerrero, Mexico. (No aguantará) It’ll never last! That’s what they said! (No aguantará) It’ll never last! They were like wisps of rumors, never said to us directly but rumors that wisped around and spoken always in concerned tones, mostly to our families and friends.

It was 1973. I was only 17 when I met Facundo but there could hardly have been a more romantic setting. It was a warm, sunny day that January morning and it was on a small island just off the west coast of southern Mexico. The air was filled with (breathing in fragrance) mango and coconut oil, salt sea breezes and pheromones.

I watched as a muscular, strong young man, probably about 20 years old, carried several scuba tanks up onto the beach. Oo! The salt water and the sweat made his coppery skin glisten and his long dark hair had streaks of red and gold in it from days in the sun. Oh ho… I had never seen a more beautiful, gorgeous human being in my entire life! Like an Aztec Adonis emerging from the waters! When I could finally catch my breath again, I remember thinking, “The guy’s gotta be a jerk! I mean, no one is that good looking and nice too!”

But (como dice el dicho) as the saying goes, (caras vemos el corazón no sabemos) we see the faces but we do not know the hearts. Now on the surface, Facundo and I had very little in common. He was a Spanish-speaking, Catholic, indigenous, brown-skinned Mexican from a very small fishing village and he lived on a beach while I was a fair-haired, green-eyed, English-speaking, Jewish, white American who lived in a three-story brick building in a very large city.

And our experiences growing up were completely different. I mean, while I watched Tarzan’s adventures on TV, he lived them slicing green hanging vines for cauldrons of water, climbing tall palm trees to gather coconuts, diving off cliffs into beautiful blue tropical waters. I mean, while I went ice skating, he was free diving. From my father, I learned how to make flower arrangements. From his father, he learned how to build dugout canoes.

Para cemos conocemos! But we did get to know each other. And we got to know each other’s stories and each other’s hearts. (E descubrimos) We discovered (las dos querer) that we both loved (el mar) the ocean and the feeling of weightlessness during those underwater dives. (El savor) the taste of salt on our tongues when we came up for air. (El sonido) The sound of the waves drumming against the sands. (E también descubrimos) We also discovered (los dos querer) that we both cherished (familia y mis les) family and friends (mas que) more than everything. (Nos conocíamos) we got to know each other (e nos enamoramos) and we fell in love.

Now it was amazing how many people were there to tell us, “No aguantará, it will never last!” From both sides of the border, there were so many people who disapproved. They would say things like, “Oh, you know he’s only using you to get a green card.” Or (Ay, esos gringos de como de es sabe) You know how those gringos are, man! (rico e consentido) They are rich and spoiled, (ya sabes) you know! Or “Ah, what a shame! She couldn’t find a nice Jewish doctor?”

But all of those things didn’t really phase us! Even when we finally announced our engagement and, to our surprise, we heard rumors of a pregnancy that we knew nothing about! But, as I said, all those doubts and criticisms didn’t really bother us. I mean, we were happy and, to the surprise of many, so were our families. I mean, Facundo had actually met my parents a year before I ever met him; they’re the ones who actually introduced us to each other there on the island. Jesus, his papa and his parents –  (madre tomas su propia hija) they treated me like their very own daughter. Dona Christina, his mother, used to say ,”(Tenemos que cuidado de ella)  We have to take good care of her.  (Sus propios padres están tan lejos) Her own parents are so far away.”

So really, what did it matter to us what other people thought? I didn’t think it mattered at all… but sometimes it does. Since it was hard for my grandparents and other elderly relatives to travel to southern Mexico where we lived, we decided that we would have the wedding in my home town of Pittsburgh, PA.

Now after a 12-hour overnight bus trip, we finally arrived at the U.S. Embassy in Mexico City. Under a smoggy, gray sky, we waited for hours and hours to finally speak to an American visa clerk. And when we finally did, instead of helping us, instead of telling us what kind of visas we were eligible for, this unfriendly, unhelpful, unhappy little bureaucrat of a man lied to us. Lied to us repeatedly and began to make things up. Let me ask you, do you know how hard it is to get a copy of a form that doesn’t actually exist? Oh, yeah, he knew that he controlled the information and the situation.

But much to his dismay, we did not give up and go home like he wanted us to. Ah, ah, every time we went back, he looked more put out, like, like he was sucking on sour lemons or smelled something foul in the air. I mean, he was, quite frankly, openly disapproving of us. He told us that we were too different and finally, he dismissed us with an arrogant look! “Just go back to your own kind! You are young, poor, powerless and you don’t even realize that I’m doing you a favor!”

(Sigh) Well, (pobres) We were poor; we had little money. (E jóvenes) We were young! Powerless? (Las caras vemos corazones no sabe) You see the faces but you do not know the hearts! His attitude only strengthened our determination – pulled us together! Facundo and I, we found our voices and our power! We did not give up; we went back to that embassy again and again until, at last, we found someone who would listen. Though I will admit, it did take months, a career ambassador, a 3-star general and a United States senator to finally resolve our case!

But we did get a visa and we did get married. Now maybe we were naïve, I don’t know. I know as it was pointed out to us again and again, we looked different and we sounded different. We had different religions and we came from very different cultures and experiences. And (nunca sabes) you never know; there are no guarantees in life anyways. But I do know that we just celebrated our 35th wedding anniversary and, yeah, we’re still happy! (Como dice el dicho) As the saying goes, “Look at the faces and see the hearts!”

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

By Storyteller Doug Elliott

 

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. (more…)

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

By Jasmin Cardenas

 

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.  (more…)

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

By Jasmin Cardenas

 

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?  (more…)

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

by Carmen Agra Deedy

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.  (more…)

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.

 For a print friendly version of the transcript, click here:  My-Father-the-Whiz-A-Cuban-Refugee-Response-to-Jim-Crow

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

Full Transcript:

Hi, my name is Carmen Agra Deedy. The story I’m going to tell you is called, “My Father the Whiz.”

I grew up hearing stories everywhere I went. It was inevitable, really. I grew up a Cuban refugee in a small southern town. My family came to this country when I was three years old and the little town that embraced us was called, and is called, Decatur, Georgia. Now, back then you couldn’t go three steps without stumbling into a story. You see, turned out, Cubans and Southerners were not all that different. They worship their ancestors, they gathered around food and they were unrepentant, chronic talkers. And so, the stories that I learned told me more about the people than anything I was ever taught. One of my favorite stories ever is about my own father. Now by the time I was 16 or 17 years old, I thought I‘d heard every story my father had to tell. Oh, the hubris of the young. But one afternoon my mother called me to the kitchen and said, “Carmita, take this cafecito to the men outside. They’re playing Dominoes; they’re gonna be out there for the next five hundred years. And then come back inside ‘cause you gotta help me with the dishes.” Which insured I was staying out with the men. Well, I walked out, (screech), opened the screen door, and saw all these Cuban men in their crisp guayaberas, tightly gathered in a circle around an old folding table littered with domino tiles. They were not under a banyan tree or a mango tree but a Southern Magnolia. Life is just weird when you’re a refugee.

I started to walk towards them through the miasma of cigar smoke, when I heard my father begin a story. Like I said, I thought I knew every story my papá had ever told. But you see, stories are funny. Stories are like, well, sometimes, they are like a fine wine. You don’t uncork them until the person who’s going to drink, is going to be able to really savor it and know how good it is. My dad must have decided I was ready. But first he called out, “Do I smell coffee or would it be that I am so light-headed from thirst that I am hallucinating?” Now, the Irish may have saved civilization but I assure you the Cuban gave you irony and sarcasm. I plunge towards the men and then they all said, Niña, cómo estás?” And I kissed everyone, it is the way of my people. And as the coffee was passed around, my father continued his story, as though I was not there. I wasn’t going anywhere.

I leaned into the tree, and he said, “And so you know, we had only been here for a few weeks,” less than a month, it turned out before my father finally found work. His English was cursory. He had been an accountant in Cuba. Now he came here with little understanding of the language. He was so grateful to have found work. Well, the first job he found was at a steel manufacturing plant. He was so eager the first day of work that he showed up an hour early and so nervous he drank nearly an entire carafe of coffee before he walked in. Now he was coupled with a man who was supposed to teach him welding—basic welding. (Google, figure it out. It’s a verb.) As he was learning to weld, Big D, a big African-American man, and my father found a way of communicating. Using hand signals and a few words my father knew in English. My father knew, like I said, not only little English, he knew almost no Southern black English. Big D didn’t speak Spanish. And yet, they soldiered on…or soldered on. In any event, within a small space of time, an hour or two, my father said he was starting to get the hang of things, And then, BAM! Like a hammer on an anvil, his bladder just felt like it was gonna burst—all that Cuban coffee he had! Well, he tried to ask Big D…well…This is how he said it went. “Ah, por favor, uh, please, Mr. Big D….ay….ti, ti ti…Cómo se dice? Dónde está baño?”

“What’s that you say, Mr. Carlos?”

“Ay, ay, ay…El baño?…Ah…,” my father unscrewed his thermos, and then he tipped it upside down to show it was empty now. Big D seemed relieved, “Hold on, Mr. Carlos.” And then disappeared around the corner. When he came back, he brought his own large, green thermos, which he unscrewed, and he began to pour my father another cup. “No, no, no!” My father looked like he had just been offered a live rattlesnake. And Big D, thinking that it was he that had offended him, ‘Well, if you don’t want to drink from my cup…” “No, Señor, no, no, no!” My father also increasingly frustrated being thus misunderstood, said, “No, eh, Señor, por favor,…Cómo se dice?” And then he realized, he knew just what to do. He unzipped, an imaginary zipper, fly, and then he made the international symbol, um…for emptying the male bladder. And Big D started to laugh out loud. And then he stopped. And he cocked his head, sort of like the RCA Victor dog and mumbled something to himself. Which my father said to this day that he’s not sure of the words. But it sounded something like, “not my problem, not my problem.” And finally said to my father, pulling him by the shirt, pointing, “Right there.” And he pointed down a long row of men, machinists at work at their stations. At the very end of the corridor, there was what looked like a hallway or corridor. My father thanked Big D and he gunned it. He started, at a clip, down that line of men and as he passed them,..now remember this is the first Latin man in this all black and white factory, the year was 1964, the men started shutting down their machines. And it got quieter and quieter except for the footsteps of the men behind him. Now, my poor father had only been in this country for a short amount of time. He was learning the customs. He wasn’t sure. This thing was uniformly odd. Where he came from men took care of this sort of business by themselves without spectators. When he reached the hallway, however, the crowd began to swell. And it looked like they were everything from laborers to two supervisors, black men, white men. And then he found himself confronted with a conundrum. A puzzlement. At the end of the hallway were two doors. Some of you know where this story is going. One said white and one said colored. And though his own tragic and troubled country had had many problems, this was not one that my father was familiar with, not in this way and he didn’t know what to do. And at this point he heard in the back, someone begin to laugh. And a man called out, “Hey, Mr. New Man, you pick whichever one you want but when you pick one, you stick with it.” My father looked at the men, looked at the doors. And he caught sight of Big D’s face in the very back watching him curiously, studying him. Now this the point in the story where I interrupted. Remember the tree…me leaning against it. I couldn’t stay there anymore. “Papi, what did you do?! I mean, did you quit, did you…”

“Carmen, just a moment, when you have to go you have to go. But, you know, I had come from a country where I had learned sometimes you have to follow your conscience. You cannot go left, you cannot go right. You have to find your own way.”

“Pop what does that mean…”

“Uno momento!” Now the men had leaned forward too.

“Carlos, what you did you do?”

“Can I please finish my story?” And he said, “I did the only thing a decent man with a full bladder could do. I push my way through that crowd of men, I go outside and I whiz in the woods!”… Si!

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

By Carol Kaufman-Kerman

 

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.  (more…)

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

By Carol Kaufman-Kerman

 

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.”  (more…)

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

By Nancy Shapiro-Pikelny

 

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.
(more…)

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

By Storytellers Amber, Misty and Autumn Joy Saskill

 

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. (more…)

Unsung Hero: How My Uncle Was Saved from the KKK

By Sadarri Saskill

 

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.  (more…)

Diwali – From Darkness to Light, Hindus in America – Happy New Year!

By Archana Lal-Tabak

 

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.  (more…)

How Do You Say Blueberry in Spanish?

By Antonio Sacre

 

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.  (more…)

The Restaurant Story: A French American Becomes More Visible

By Michael Parent

 

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.”  (more…)

Vietnamese Refugees: An American Immigration Story

By Susan O’Halloran

 

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.  (more…)

A Yiddish King Lear

By Judith Heineman

 

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.  (more…)

Plastic Glory

By Storyteller Linda Gorham

 

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? (more…)

Shadowball

By Storyteller Bobby Norfolk

 

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. (more…)

Through the Eyes of York

By Bobby Norfolk

 

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.  (more…)

I Wanted To Be an Indian

By Jo Radner

 

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.   (more…)

Passing for WASP

By Storyteller Carol Birch

 

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. (more…)

The Spirit Survives

By Dovie Thomason

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…  (more…)

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

By Gail Rosen

 

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.  (more…)

MUSLIMS TELL STORIES TOO

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Are there any Muslim storytellers out there ?
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1
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The Stories of Storyteller Arif Choudhury

In a recent magazine article, storyteller Arif Choudhury wrote :
.
“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…)

ALEGRIA: WE ARE ONE

By Leeny Del Seamonds

Story Summary:

Alegria is Spanish for “happiness” and “joy.” Listen as Leeny Del Seamons sings of what happens when we respect everyone in spite of our differences. In this original song, Leeny reminds us that we are all connected and equal. Together, we are one voice working towards peace to build a better world.

(more…)

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 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. (more…)

Bartholomew

By MayGay 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.  (more…)

Between Worlds

By 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.  (more…)

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”). (more…)

Reflections on Minidoka

by Alton Chung

Story Summary:

The true story of Alton’s 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 when she left this Japanese American incarceration camp and this was her first visit back to the site after 66 years. She tells Alton about a boy she knew, who went to fight in Europe over 60 years ago, and who never came back.  (more…)

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. (more…)

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.  (more…)

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.

For a print friendly version of the transcript, click here: The-American-Visa-A-Saga-in-3-Acts

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

Full Transcript:

Hi, my name in Antonio Rocha, and here is the story about dreams coming true. Just imagine you want something so badly and you have it on your hand and somebody takes it away from you and you just like . . . You know, um, like the sea that longs to see the desert, or the desert that longs to have rain, or the turtle who wants to know how to fly? Something that you really don’t think you can achieve, and all of a sudden, hey, maybe I have a possibility here, you know?

I was on a bus going to an American consulate with a free ticket to the United States, a letter of invitation to come to this country in 1988, that’s twenty-two years ago, to learn mime—a dream I had. I had the grant, I had the ticket, I had the letter of invitation, I had the note from the director of the organization. Go to the American consulate, and they will give you a visa. Bring your valid passport. Four hours by bus overnight to the next town, not the next town, followed by bus several towns through. I get there, and the man looks at the letter of invitation, he looks at my proposal, my grant. I show him the government ticket. It was a ticket: I could fly coach, I could fly first class. I was sure to get the visa, and he said, “Well, we need a form. You are missing a form. We need an I-20.” And I said, “I-20? What is an ‘I-20’? “It’s a form when people go to study. You need an I-20 in order for us to give you a student visa.” I said, “but I’m going to a private studio. This man is a master mime; it’s not a college.” “Well, you need an I20.”

So, I leave. I take the four-hour bus back to where I live and I call the company, the organization in Washington, DC and ask for an I-20, and the man said, “I can’t give you an I-20. You are not going to college, it’s a private studio we can’t just give you an I-20 like that! I’m going to send him a telex and explain what this organization is all about; maybe he is not understanding what this organization is all about.” I’m like, okay, great. So the telex is there, just go and call them and make sure everything is okay. So I get that cue I call the American consulate: “Yes, we got the telex.” So I said, “Can I come down, take the bus, come down for the visa?” “We got the telex.” I get on the bus overnight: four hours to get there at 4’o clock in the morning, got to wait, drink coffee, get on a cab, wait in the waiting room, queue up. “Okay, Antonio?” ”Yeah, so you got the telex?” “Yes. We didn’t ask for a telex, we asked for an I-20.” I said, “But, I thought . . .” “We asked for an I20.”

And there I saw my dreams take off, away from me, not towards me. I had a free ticket, I had a letter of invitation, and they wouldn’t give me the visa. They are asking me for something I could not produce. I was shaking. I left, I didn’t make a scene, I go to a pay phone, I call collect from the streets in Brazil to Washington, DC. “They still insist on an I-20. I don’t know what to do and I am already late for the trip. I was supposed to be already in Maine and I am very sorry but I . . . .” I was crying; I was completely out of it. He kept asking, “What? Do you know English?” because I was speaking in English, I knew how to speak in English. He was like,

“Where did you learn English? You have never been to United States before? You never left Brazil before?” “No, I have never.” He kept going around these questions. I took the four-hour bus back. I go home, and one of my sisters looks at me and says, “You know why he is doing that to you, don’t you? Color.” I don’t know. I don’t want to say he was prejudiced, but he wouldn’t give me the visa.

So a doctor is coming down, through the same organization, he is coming down, and they call me up and they say “We are sending an I-20.” I’m like, how are they doing this? But any way, but the doctor gets there. There was a torrential rain, water gets into his briefcase, he gives me the I-20, it’s smudged with water. One of my sisters decides to go to the consulate with me because she was afraid I would just collapse if they denied me the visa. An American professor was there at the same time and said “I will go with you.” And he takes the 4-hour overnight bus with me, a theater professor from the University of Maine, Minor is his name and he takes the bus with me. I am walking and I am shaking. I have lost weight by now because this thing is not happening overnight. Okay? I am looking at the form and I don’t see a signature on it. I’m like,

“They didn’t sign this, this is not going to work,” and Minor said, “Don’t worry about that, let’s walk in there.”

I walk in there, wait, everything all over again. I am praying and I am doing everything I can to funnel the energy to the right direction. They take my stuff in, they come back and what the man says exactly is, “This is not valid, there is no signature.” I am like, “They didn’t sign the I-20. Minor, they didn’t sign the I-20!” Minor was taking a nap- 4 hour overnight on a bus, so he is like snoozing. “Minor, there is no signature.” Minor stands up and takes a pen out of his pocket and signs the thing in front of the consulate secretary. The consulate secretary goes, “You have the power to do this?” and he rushes in and Minor says, “Yes, I do, I am here representing the organization.” They rush inside, “Well, the Consulate would like to have a word with you, Sir” they tell Minor. I stay outside with my sister. Minor is gone for a minute, two minutes, three minutes. I am shaking and I can even feel it now telling you the story. I am like, what is going to happen? He has signed a thing he has no power signing.

Ten minutes…the door opens, Minor comes out! I look at him like, “Huh? Did you get it!?!” He grabs my elbow, he is like, “Let’s leave right now.” My sister gets up, we start walking across the lawn towards the gate, and he hands me the passport and says, “Welcome to the United States.” I open it, and there is my visa, there is my visa!

“How did you do this?” He said, “Well, I told him what the organization was all about, I told him that such and such a politician would be very thankful for his help in assuring that people can go across borders in this organization without any issues and I told him that I would make sure that you would come back in three months.” Ha, ha, ha! It’s been 22 years! The I-20 he insisted on having, it was from a university that I actually enrolled myself in with a four-year scholarship. That was just the beginning. I have been in here in United States for 22 years telling stories. Thank you.

A Twice Saved Life

by 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.  (more…)

REMEMBERING LISA DERMAN

By Storyteller Jim May

Story Summary

Lisa Derman, the late president of the Illinois Holocaust Memorial Foundation and Holocaust Survivor, died at the Illinois Storytelling Festival (July 2002) while telling her story of survival of the Nazi atrocities in Poland when she was a young girl (http://bit.ly/LisaDerman). She had told this story thousands of times to schoolchildren and other groups all over the country and abroad.

Her words to the audience that day,  “I might not be here much longer but the story must continue on to the next generation; the time will come that you will have to answer the call, and stand up to do the right thing were uttered moments before her sudden fatal heart attack. Lisa died in mid-story, telling the story that had defined her contributions to the fight against anti-Semitism, as well as against genocide the world over.

For a print friendly version of the transcript, click here: Remembering-Lisa-Derman

Resources:

Themes:

  • Education and Life Lessons
  • Family and Childhood Lessons
  • Jewish Americans/Jews
  • Stereotypes and Discrimination
  • Taking a Stand and Peacemaking
  • War

Full Transcript:

For 20 years, I was artistic director of the Illinois Storytelling Festival, which is now in its 25th year. We started in 1984 and very soon in our history, we became committed to the idea that we needed to have elders telling their life stories. Not professional story tellers, just people who had lived interesting lives and had something to say. Civilian story tellers, I always called them.

So that started with some of my uncles and aunts who lived in Spring Grove and then we expanded over the years, and we included anyone we could find with an interesting story and, so, some of our most notable years were when we featured some of the original Tuskegee Airmen who came and told us the stories of their experiences in World War II.

And in 2002 we had invited Holocaust survivors and camp liberators to come and tell in what we called our elders concert or our traditions tent with the idea that almost every family has some kind of storytelling tradition, almost anyone who has walked on this earth has some body of stories that they tell about their life’s experience.

So, it was Sunday afternoon, and Lisa Derman was our storyteller, a Holocaust survivor. She had escaped Poland in her teens, was a resistance fighter during World War II, and she and her husband Aaron had come that warm July day. Lisa had been very active; in fact, she is one of the key people who had lobbied the state legislature in Springfield. I believe Illinois was the first state to require Holocaust Studies, at all middle school and high school levels.

So, a real celebrity, a real power house. She had told the story thousands of times and she told it to us that day. Things started out on a great note; we had a piece of music that Jim Pfitzer a pianist played on a portable piano off stage that was music composed in the ghettos, lyrics and music composed in the ghettos during World War II. It had been translated by Bresnick Perry, another storyteller who was there that same day. There was a real sense of love, all things coming together that day.

And Lisa told her story. In a village in Poland where she and her family lived that was occupied first by German soldiers and then they noticed that a new group of soldiers came with different uniforms and that was the SS, or the equivalent of the SS; I’m not completely sure.

And then the extermination began. And she and her sisters escaped the first wave of it. She talked of running through the woods and hearing the shots and not being sure what they were, and then coming upon a scene in a clearing where 10,000 villagers were machine gunned in seven hours, she said. Her mother, and I believe one of her brothers, were among the group who died that day.

But she and her sister escaped because, while many turned them away, there was a particular Christian woman when her and her sister came to the door of the Christian part of village, she opened the door and said, “You don’t need to tell me why you are here; I know why you are here. God has sent you to the right place.” And she hid them in the spring works under the hide-a-bed.

And that’s how Lisa and her sister survived that first encounter, and at that point she looked at us and she said out to the audience: “There will be a time when all of you will have to stand up and do what is right. The call will come. And you must care and stand up and do what’s right. I may not be here much longer,” she said, “but my story must go on.”

Well moments after that, when she was literally describing her escape and she was, Aaron her husband who was sitting next to her that day in Spring Grove at our storytelling festival, he was just a teenager, that day that they escaped from Poland, that day Aaron was on top of the train car, and Lisa was waiting to catch the next train. Aaron had gotten up on the train, and other people who were helping them escape, there was a Gentile who had organized this.

Lisa said, “I was waiting there, the trains were coming, and I knew, I looked, and I could see the last train, the last car, was coming. I was the last one to grab on to the car. Aaron and others were up on the top, and I had to make a decision that I had to grab one of these, but there was no ladder. But I jumped on that side of the car anyway.”

So she was holding on, apparently to the door latch, and she said, “I didn’t know what was happening. I thought I might die.” But she kind of smiled when she remembered. She smiled, “When I heard footsteps, they were coming back for me” or words to that effect, and then she just sort of stopped and put her hand on her chest, looked and Aaron and said, “I hope I’m not having a heart attack,” and then she just nodded her head, and it was over.

It was that sudden and that peaceful. And then we had a fire man, a paramedic, chief of the fire department of Spring Grove in front row and they started CPR and they had a defibrillator there, but the doctor said that she had a massive heart attack right at that moment.

Then after the ambulance left, there were prayers in Hebrew and in English and American sign language, and that spot is a sacred spot to anybody who was there that day. And so the continuation of that story is that the Illinois Storytelling Association, we’re working to raise money to put a bronze with Lisa’s story in that spot.

We have already secured a donation from a nursery for a Burr Oak. We planted it a year later. Not only is planting a tree a Jewish custom, but the Burr Oak tree is what survived the Illinois fires. So the Burr Oak is the survivor of the great fires that used to cross the great plains in the Midwest for centuries and destroy most everything but helped the Burr Oak survive and establish all kinds of beautiful native flowers.

So it is this beauty created after the survival, and we thought that would be appropriate tribute for Lisa. So that’s the story. We are hoping we’ll continue that, that when people come to see that bronze, hear Lisa’s story, they will think about her last words which truly were: the time will come for all of you to care, to answer the call, and to stand up. And when we hear a story like that—and there are thousands—to me there is no more powerful way to move people to action, to move people toward justice and peace.

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.”  (more…)

Rosa

By Storyteller Linda Gorham

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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. (more…)

Bittersweet: 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.  (more…)

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.  (more…)

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?”  (more…)

Looking at My Yearbooks

by 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.  (more…)