Rosie the Riveter Part III

By: Judith Black

 

Story Summary:

During WWII, men fought on the eastern and western front, but Rosie was the soldier on the home front. Working all shifts and all jobs she plowed her way through a workplace woven with sexism and racism and despite it all, this gal had production levels that turned heads. In this excerpt, you’ll meet an African American Rosie who changed the nature of a 1944 workplace.

Discussion Questions:

  1. During WWII, 5 million women poured into the American workforce, and worked an average of 56 hours a week.  These same women remained the primary homemakers, and caretakers for their children. What, if anything, has change for working women today and why?
  1. During WWII, the nation and its industries desperately needed women to step up and take the jobs that men were leaving when they volunteered or were drafted for the armed forces. Can you name three of those industries?  What difficulties did women, immigrants, and people of color have entering these industries?  Did women remain at their work after the war?  Why or why not?
  1. WWII was the first time in our national history that women, immigrants, and people of color were hired to do difficult, technical jobs that paid them well.  Though many of these people had to sign a promise to give their jobs back to the white males when they returned from the war. How do you think that doing these jobs and experiencing a sense of equality changed the new workers?

Resources:

  • The Life and Times of Rosie the Riveter by Marilyn Whitman
  • V Is For Victory: The American Home front During WWII by Miriam Frank
  • Uncle Sam Wants You: Men and Women of WWII by Sylvia Whitman

Themes:

  • Crossing Cultures
  • Stereotypes & Discrimination
  • Taking A Stand and Peacemaking
  • Workplace

Sparta, Georgia

by Storyteller Gene Tagaban

 

Story Summary:

 Gene travelled by van across the country to see the land of his people. Along his journey, he had the experience of meeting a southern white couple on a backcountry dirt road and an old black man in Sparta, Georgia who fought with First Nation men during the Korean War.

 

Discussion Questions:

  1.  How do we break up the biases we have about other people?
  2. Can travel be a way to open or confirm our ideas about other people?
  3.  Where would you like to travel? How would you keep an open mind about the people you meet along the way?

 

Resources:

  •  On the Road by Jack Kerouac
  • The Smooth Traveler: Avoiding Cross-Cultural Mistakes at Home and Abroad by Susan O’Halloran

 

Themes:

  •  African American/Black History
  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • First Nations/Native Americans
  • Living and Traveling Abroad
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking
  • War

Navajo Code Talker

by Storyteller Gene Tagaban

 

Story Summary:

 During WWII the Navajo Code Talkers created a code that was never broken. The Navaho were forced off their reservations into boarding schools where they were told not to speak their language or practice their culture. But when WWII started, the United States military reached out to the Navajo to help them create a code using their previously forbidden language.

 

Discussion Questions:

  1.  Why did the U.S. switch its policy toward the Navajo’s native language?
  2. The Navajo were not allowed to speak of their role in WWII until 1968. What effect do you think it had that those fighting alongside American Indians during the War were unaware of their critical contribution?

 

Resources:

  •  The First and Only Memoir by One of the Original Navajo Code Talkers by Chester Nez and Judith Schiess Avila
  • Code Talk: A Novel About the Navajo Marine of World War Two by Joseph Bruchac

 

Themes:

  •  Crossing Cultures
  • European American/Whites
  • First Nations/Native Americans
  • Identity
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking
  • War

Afternoon with Rachel, Holocaust survivor

by Storyteller Gene Tagaban

 

Story Summary:

 Gene tells of an afternoon he spent with Rachel, a Holocaust survivor, in Omaha, Nebraska. Rachel, an elderly woman, asks Gene, “Tell me about your people?” Gene tells her of the 1835 Indian Removal Act and how his Cherokee ancestors were forced to leave their homes and walk for 800 miles through the winter months; many died. Rachel replies, “Your people, my people – same.” Later, Gene goes to the Holocaust Museum in Washington D.C. and while being overcome with emotion, is comforted by an African American woman

 

Discussion Questions:

  1. What do you think of Rachel’s statement: “My revenge: I am going to live a happy life – no one can take that from me.” What might this type of revenge give her that other types of revenge would not?
  2. How do we learn about and stay emotionally present to all the genocide in the past and in the world today? What gives us the strength to look at the worst in humankind?
  3. What can stop “ugly history” from repeating itself? How can we support those who have been through the worst imaginable horrors and those who are willing to speak about and learn from it?

 

Resources:

  •  Trail of Tears: The Rise and Fall of the Cherokee Nation by John Ehle
  • Holocaust Museum in Washington by Jeshajaho Weinberg

 

Themes:

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

My Parents’ Three Migrations

by Storyteller Kiran Singh Sirah

 

Story Summary:

 Kiran shares the stories he heard about his parents’ three migrations from India to Uganda to England.

 

Discussion Questions:

  1. If a story plays a part in your identity – what is it and why do you use it to state who you are? Is there more than one story we can use to claim or identify who we are?
  2. What is your family migration story?  Does it matter or not?
  3. What are some of the challenging moments in your life? How did you handle them? Could the challenges you faced and the solutions you created be a story that you tell?
  4. Can you describe the story of a world you’d like to see and live in?

 

Resources:

  •  Idi Amin: Lion of Africa by Manzoor Moghal
  • Immigrants Settling in the City: Ugandan Asians in Leicester by Valerie Maret

 

Themes:

  •  Asian American/Asians
  • Crossing Cultures
  • Family and Childhood
  • Identity
  • Immigration
  • Living and Traveling Abroad

The Story of My Teacher

by Storyteller Kiran Singh Sirah

 

Story Summary:

 Kiran reveals the experiences of living between two worlds: on one hand, his experiences with racism being one of the few brown boys in his town contrasted with the kindness of strangers as well as the inspiration he received from his storyteller teacher, Mr. George.

 

Discussion Questions:

  1. Is there a teacher, a parent, a movie star whose life story inspires you? If so, describe why.
  2. Recall a story you heard, a folktale or someone’s personal story that influenced you. Why does it matter to you?
  3. We can all be the stories we want to see in the world. Do you agree with this or not? Explain your reasons and what would your story be?
  4. Why did Kiran talk about both racism and the kindness of strangers in one story? What do you think was his intention by doing so?

 

 Resources:

 

Themes:

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

Mixing It Up

by Storyteller Laura Simms

 

Story Summary:

 In schools, racial violence often stems from learned bias. Listening to one another is an antidote to the gap between people and transforms bias into deep concern and creative change.

 

Discussion Questions:

  1. Have you ever been misunderstood?  Has someone either assumed something about you or misread what you said or did?  Can you tell about that experience?
  2. What do you think happens when we know something about another person’s life that engages us with empathy or interest (especially if only moments before we had decided he or she was not a good person?)
  3. What is the difference between listening to a story and reading a story?

 

Resource:

  • School Violence in Context: Culture, Neighborhood, Family, School and Gender by Rami Benbenishty and Ron Avi Astor

 

Themes:

  •  Crossing Cultures
  • Education and Life Lessons
  • Stereotypes and Discrimination
  • Workplace

The Complexity of Our Street – Burying the Unspoken

by Storyteller Laura Simms

 

Story Summary:

 Issues within the same religious group or ethnicity are complex and rarely discussed. Laura grew up on a street in Brooklyn with many kinds of Jews – Orthodox, Conservative, Sephardic, cultural and so forth. As different as they were, they had one thing in common: no one talked about World War II and the Holocaust. Two young children (one from an Orthodox family and Laura from a Conservative background) find a way to memorialize the unspoken through a make believe graveyard. In doing so, they strike up an unlikely and forbidden friendship.

 

Discussion Questions:

  1. As a child, what games did you play with other children?
  2. When you were growing up did you play with children from other races, gender or culture? What was the best part of getting to know others?
  3. When challenges in life and even deaths go unspoken how does that still affect the children?

 

Resource:

  • God, Faith & Identity from the Ashes: Reflections of Children and Grandchildren of Holocaust Survivors by Menachem Z. Rosensaft and Elie Wiesel

 

Themes:

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

Close Encounters

by Storyteller Barbara Schutzgruber

 

Story Summary:

 Small town meets big city.  Boundaries are crossed and cultures collide when a Midwest family encounters the boys from New York City. Will they find common ground or confrontation?

 

Discussion Questions:

  1. When you meet someone new or go somewhere new, what do you notice first – the similarities or the differences?
  2. Has someone ever made an assumption about you that was incorrect?  How did that make you feel?
  3. Have you ever changed a negative opinion about someone after you had gotten to know him or her better?

 

Resources:

  • Elementary:
    • Same, Same, but Different by Jenny Sue Kostecki-Shaw
    • Everyday worlds might look different on the surface but with a closer look, they are actually similar.
  • Elementary & Middle School:
    • Snappsy the Alligator (Did Not Ask to Be in This Book) by Julie Falatko
    • Headed to the grocery store … or PROWLING the forest for defenseless birds and fuzzy bunnies – what’s the truth?
    • ‘What Was I Scared Of?’  from Sneetches and Other Stories by Dr. Seuss
    • This classic story delivers a timeless message about fear and tolerance.
  • High School & Teenagers:
    • In 1964 the New York Times ran the headline “37 Who Saw Murder Didn’t Call the Police”.  While it was true that some neighbors had heard Kitty Genovese’ cries for help, the portrayal of 37 witnesses standing by and doing nothing was not true and did not represent the facts of that night.
    • “How Headlines Change the Way We Think” 
    • Maria Konikova, The New Yorker, December 17, 2014
    • http://www.newyorker.com/science/maria-konnikova/headlines-change-way-think

 

Themes:

  •  Crossing Cultures
  • Education and Life Lessons
  • Family and Childhood
  • Taking A Stand and Peacemaking

California’s Arts-In-Corrections: Hope in the Midst of Madness

by Storyteller Michael D. McCarty

 

Story Summary:

Michael joins a program to teach storytelling in a California prison. He learns much about the men there as well as the power of storytelling.

 

Discussion Questions:

  1.  How can the arts improve the situation for inmates in prison?
  2. Why is it important for men who are imprisoned to know that their stories are important?
  3. What role might storytelling play in parole hearings?

 

Resource:

 

Themes:

  • Crossing Cultures
  • Education and Life Lessons
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

Small Town Silence

by Storyteller Scott Whitehair

 

Story Summary:

A wannabe comedian in the suburbs of Pittsburgh finally meets a professional comic who is willing to take him under his wing. However, stunned silence over the discovery of a small town’s nasty racial secret destroys a brand new friendship before it can even begin.

 

Discussion Questions:

  1.  When was a time when you remained silent when you should have spoken up about discrimination? What caused you to stay silent?
  2. How could this situation have turned out differently?  What effect could calling out the racism around us have on the people practicing it or on the people experiencing it?
  3. Have you ever observed the silence of others while you yourself were being treated poorly? How would you have wanted others to react or behave?

 

Resources:

  •  Silent Racism: How Well-Meaning White People Perpetuate the Racial Divide by Barbara Trepagnier
  • Film – Dear White People (2014), Directed By Justin Simien

 

Themes:

  •  African American/Black History
  • Crossing Cultures
  • European American/Whites
  • Stereotypes and Discrimination

Hasan’s Story: Escaping the Bosnian-Serbian War 1994

by Storyteller Sue O’Halloran

 

Story Summary:

 When former Yugoslavia broke up in the early 1990s, war broke out across the region. Hasan, a Muslim, was a college student in 1992 when the siege against his city, Sarajevo, began. He joined the Army of Bosnia but would do anything to escape and live in peace and freedom. A few of his many adventures are detailed in this excerpt as well as his victory in studying Islam and rediscovering his identity when he came to the United States.

 

Discussion Questions:

  1. What led to the break up of Yugoslavia in the 1990s?
  2. What would you do to escape a war? Could you leave your friends and family?
  3. What kept Hasan’s and his friend’s hopes alive?
  4. How has hardship helped you define who you are?

 

Resources:

 

Themes:

  • Crossing Cultures
  • Family and Childhood
  • European Americans/Whites
  • Immigration
  • Interfaith
  • Living and Traveling Abroad
  • Muslim Americans/Muslims
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

A Journey Story

by Storyteller Patricia Coffie

 

Story Summary:

 Storyteller, Patrician Coffie, learns that traveling to understanding is part of traveling from one physical place to another.  Understanding involves listening first.  Listen to what is said, to tone of voice, to body language and to the silences. Some colleagues of Pat’s give her feedback on a joke she told and help her realize that change, based on understanding, takes action.  Change for the better is always possible.

 

Discussion Questions:

  1.  Have you had the opportunity to examine your assumptions about race?  Have you taken the opportunity?
  2. When you listen, do you listen for reaffirmation of what you already think you know or do you listen to learn something new?
  3. Can learning take place all your life long?
  4. Can you hear one thing while others hear something different?

 

Resources:

 

Themes:

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

The West Indies: Brer Rabbit Avoids Danger For A Black Family Traveling In America

by Storyteller Donna Washington

 

Story Summary:

 Donna’s father is quite a trickster, and one afternoon in the 1980’s, while her large family was traveling through the south, they ran into a potentially dangerous situation. Donna’s trickster father literally saved our lives.

 

Discussion Questions:

  1. Have you ever traveled to a new place and felt uncomfortable?
  2. Have you ever met a person who made you uncomfortable? What did they do?
  3. Have you ever seen another person being bullied because they are a different color or culture?
  4. Have you ever seen somebody use humor to get beyond an uncomfortable situation? Why do you think humor helps us through difficult situations?

 

 Resources:

 

 Themes:

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

Election Night:  How President Barack Obama’s Elections Changed My Life

by Storyteller Donna Washington

 

Story Summary:

The night Obama was elected to the presidency, Donna was a lone black woman in a very conservative part of the country. She discovered that it is possible be in a foreign land in her own country. She also found out that the world is full of people with good hearts.

 

Discussion Questions:

  1. Have you ever been scared in a new place?
  2. Have you ever reached out to someone who was uncomfortable?
  3. What does it mean to be brave? Does it have anything to do with being scared?
  4. Have you ever felt like a group of people disliked you for no good reason? Who and why?

 

Resources:

 

 Themes:

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

Expectations and Surprise: School Segregation and Tracking in the 1960s

by Storyteller Andy Offutt Irwin

 

Story Summary:

 Andy experienced school desegregation in the 1960s but students were “tracked” which led to a more subtle form of segregation. However, racial tracking led Andy to unexpected friendships.

 

Discussion Questions:

  1. How did legislation such as Brown v Board of Education bring about real social change?
  2. Do you think schools would have ever integrated without being forced to by law?
  3. How can tracking lower the expectations of students’ achievement?
  4. What legislation and school policies do you think are needed today?

 

Resources:

  • After “Brown”: The Rise and Retreat of School Desegregation by Charles T. Clotfelter
  • Keeping Track: How Schools Structure Inequality by Jeannie Oakes
  • A list of popular books on segregation:https://www.goodreads.com/shelf/show/segregation

Themes:

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

Everybody and Nobody: Racial Default Thinking

by Storyteller Andy Offutt Irwin

 

Story Summary:

 When Andy was a child living in the Deep South, he visited some of his family in Colorado. A woman out there told Andy, “Everybody in Georgia is a bigot.” This put him on the road to thinking about Racial Default Thinking. Every day this informs his storytelling.

 

Discussion Questions:

  1. In what ways may you be guilty of “racial default” thinking and conversation?
  2. What does an “all-American” person look like?
  3. What does it mean to be ethnocentric? What are ways we can rise above ethnocentrism?

 

Resources:

  •  Discrimination by Default: How Racism Becomes Routine by Lu-in Wang
  • Invisible Man by Ralph Ellison
  • Report – Structural Racism and Community Building
  • The Aspen Institute Roundtable on Community Change
  • https://www.aspeninstitute.org/sites/default/files/content/docs/rcc/aspen_structural_racism2.pdf

Themes:

  •  Crossing Cultures
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

I’m Gonna Let It Shine – It’s In All of Us

by Storyteller Bill Harley

 

Story Summary:

 Bill gathers a group of musicians together to record an album of Civil Rights freedom songs. However, they learn that they can’t assume they are all on the same page or that underlying emotions and biases aren’t in play.

 

Discussion Questions:

  1.  Is it possible to separate ourselves from some of our beliefs? How do we create a dialogue in which we’re able to admit our mistakes?
  2.  What was it about Hollis Watkins that made him able to say things in a way that others could hear? Have you been in a situation where someone found a way to encourage dialogue and admit our failings? How did they do it?
  3. Do you think we all have prejudice in us?
  4.  What made it difficult for the white musicians and the musicians of color to work together? What history and different life experiences stood between them?
  5.  What is it about music that breaks down barriers?

 

Resources:

  •  Recording – “I’m Gonna Let it Shine – a Gathering of Voices for Freedom” available at Round River Records and www.billharley.com.
  • Sing for Freedom by Guy and Candie Carawan (SingOut Publications) was the sourcebook for the recording.
  • Everybody Say Freedom by Bob Reiser and Pete Seeger (Norton) tells the story of the songs used in the Civil Rights Movement
  • Parting the Waters by Taylor Branch (stirring accounts of how songs were used in Civil Rights demonstrations and rallies)

 

Themes:

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

A Child’s Eye View

by Storyteller Cynthia Changaris

 

Story Summary:

 Growing up in Charleston, South Carolina during Jim Crow, Cynthia is baffled by why Black people get to ride in the “best part” of the bus, the back of the bus with the great view out the rear window. She plays with a young boy named Sammy when his mother comes to help Cynthia’s mother with the ironing. Cynthia doesn’t understand when her mother tells her that Sammy is dead and that he died because he couldn’t get to a “colored hospital” in time. When she was 12, Cynthia’s mother takes her to an integrated church service in Winston Salem. Cynthia is able to sense the danger but her heart feels full and happy to be in this circle of women.

 

Discussion Questions:

  1.  How did white children in the Jim Crow South learn to treat people unfairly? As a young child what were Cynthia’s parents teaching her?
  2. When were you first aware of color? When did you first become aware of injustice? How did you learn who was supposed to be “superior” and who was “inferior”?
  3. Are transportation and health systems free of discrimination today?
  4. Why are churches and other places of worship still so segregated today?

 

Resources:

  • Remembering Jim Crow: African Americans Tell About Life in the Segregated South by William Henry Chafe and Raymond Gavins
  • Deluxe Jim Crow: Civil Rights and the American Health Policy, 1935-1954 by Karen Kruse Thomas

 

Themes:

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

Seriously…WHAT DID YOU CALL ME?!

by Storyteller Onawumi Jean Moss

 

Story Summary:

 While getting a passport to prepare for a trip abroad, Onawumi Jean discovered that her name is not on her birth certificate. Her aunt is able to clear up the mystery by disclosing a concession Onawumi’s mother made to get along and keep her job in the Jim Crow South. As an adult, Onawumi arranges a naming ceremony where she is able to honor her past and celebrate her creative present and future.

 

Discussion Questions:

  1.  Why are names important? What do they say about our identity and the people who name us?
  2. How did Onawumi Jean’s mother’s concession help her “get along” in the Jim Crow South?
  3. If you were going to choose another name for yourself, what would it be and why?

 

Resources:

  •  American Nightmare: The History of Jim Crow by Jerrold M. Packard
  • The Name Book: Over 10,000 Names – Their Meanings Origins and Spiritual Significance by Dorothy Astoria

 

Themes:

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

The Teacher as Learner

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

  •  Crossing Cultures
  • Education and Life Lessons
  • Identity

Mr. D’s Class

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MR. D’s CLASS
By Antonio Sacre


Introduction:

Some of the most poignant and beautiful writings are created by students simply sharing their life circumstances with one another. Powerful and moving, this story told by Antonio Sacre is a true personal experience that shows that anything is possible and that all students should dream big. Listen as Antonio relates his time spent with a class of high school seniors, the connection he made with them, and their remarkable achievements.

Summary:

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

Classroom Reflections & Activities:

  • Big project: have students create a class anthology of their own. What would their story be?
  • Introduce a poetry assignment to students that talks about who they are – struggles, talents, dreams, etc. Bio-Poems are great examples of this type of work.
  • Brainstorm with students several questions they think would be important to know about someone. Then, have students interview each other. Interviewing sessions could be videotaped and class biographies could be created.

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Watch the video now

 

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

RaceBridges Studio Videos

Immigrant Story: a Chinese Family in the US

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

by Nancy Wang

 

Introduction:

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

Summary:

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

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

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

Classroom Applications:

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

Watch the video now

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Explore our many other RaceBridges Videos for

Asian American Month or any time of the year.

 

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

The Immigration Process vs. Pre-Wedding Bliss

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:  

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

 

Themes:

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

Martin and Me – A Coming of Age Story

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

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

Too Crazy to Know Better

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

Miss No Name: Struggles for Justice

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Themes:

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

Tipping the Scales

 

Story Summary:

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

Discussion Questions:

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

Resources:

Themes:

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

Undocumented Journey: An Educational Dream Realized for Illegal Immigrants

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

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

 

Themes:

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

Loving Someone Tall: A Conversation With My Father About Race

 

Story Summary:

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

 

Discussion Questions:

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

Resources:

 

Themes:

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

No Aguantara

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

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

Taylor Made Family: An Aunts Tale of Transracial Adoption

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

Resources:

 

Themes:

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

When Summer Came: Summer Vacations in the Segregated South

 

Story Summary:

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

 

Discussion Questions:

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

Resources:

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

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

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

 

Themes:

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

An African Native American Story

 

Story Summary:

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

 

Discussion Questions:

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

Resources:

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

 

Themes:

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

Hot Chili and Crackers: A Racial Stew with Danger

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

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

 

Themes:

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

Small City, Big City: Opportunities Grow with More Diversity

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

 

  Resources:

 

Themes:

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

Guatemala 1993: When Hope Is Rekindled

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

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

A Crack in the Wall: Moving Beyond Racial Conditioning

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

The Promise: A Lesson in White Privilege

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

THE OTHER BLOCK

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THE OTHER BLOCK

erica

A short story told by
professional storyteller
Erica Lann-Clark

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

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

Listen and learn from this beautiful story:

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

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SEARCHING FOR
MY APPALACHIA:
A Modern Jack Tale

kevin-cordi

A short story told by
professional storyteller
Kevin Cordi

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

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

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

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

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

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

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SCHOOL SPIRIT

erica

A short story told by
professional storyteller
Erica Lann-Clark

 

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

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

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

Watch this touching story that encourages a more unified society:

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See many other short free videos like this
one on the Showcase Page of this site.
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A Gift from Refugee Children

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

America, The Land of Miracles

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

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

How Do You Say Blueberry in Spanish?

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

 

Themes:

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

Memorial: Youth Violence Then and Now

Part 1:

 

Part 2:

 

Story Summary:

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

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

Take Me To Your Leader

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

  •  The Irish in America by Michael Coffey

 

Themes:

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

The Restaurant Story: A French American Becomes More Visible

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

Vietnamese Refugees: An American Immigration Story

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

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

Another Way West

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

Brush the Dirt from My Heart

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

 

Themes:

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

I Wanted To Be an Indian

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

Passing for WASP

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

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

Spring

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

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

 

Themes:

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

Sudden Story

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

The Bridge Collapse

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

  •  Crossing Cultures
  • Immigration
  • Taking A Stand and Peacemaking

The Spirit Survives

Part One: Gertrude Bonnin

 

Part Two: Grandpa

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

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

Three Sisters

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

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

Negotiating the Narrows

RaceBridges highlights a short video for
your viewing and inspiration.

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Negotiating the Narrows

A short video story by Storyteller Susan Klein

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

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

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

CONSTRUCTION

By Storyteller Jim May

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

 

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

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

I Deserve To Be Here

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I Deserve To Be Here

A short video by Storyteller Emily Hooper Lansana

THEME:  Crossing Color Lines to Reach For Your Best

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

STORY SHORT: The American Visa: A Saga in 3 Acts

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THE AMERICAN VISA: A SAGA IN 3 ACTS
by Storyteller Antonio Rocha

www.storyinmotion.com
Approximate Length of Video and Audio: 8 minutes.

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THEME
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Persistence in pursuit of a goal, along with a little kindness from strangers, can lead to success.
(more…)

STORY SHORT: You Never Know What the End’s Gonna Be

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You Never Know What The End’s Gonna Be
by Storyteller Diane Ferlatte

www.dianeferlatte.com
Approximate Length of Video and Audio: 5 minutes, 20 seconds.

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 THEME
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Family Ties that moved from conflict to care and love across racial lines.
(more…)

STORY SHORT: City Girls: North Side vs. South Side

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City Girls:  North Side vs. South Side.
by Storyteller Susan O’Halloran

www.susanohalloran.com
Approximate Length of Video and Audio: 10 minutes.

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 THEME
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Storyteller Susan O’Halloran remembers the “dividing lines” of her youth.
(more…)

FROM MOON COOKIES TO MARTIN AND ME

By Storyteller LYN FORD

 

Story Summary:

Empathy grows from sharing stories; this story was shared to encourage others to know, to understand, and to remember. This is a personal journey tale from Lyn’s childhood living next door to a Holocaust survivor and, then, her adolescent small but mature steps into the greater Civil Rights Movement.

 

Discussion Questions:

  1.  Ignorance can lead to misinterpretation of a story. As a child, Lyn misunderstood the meaning of numbers printed on skin. Discuss how stereotypes are misinterpretations based on superficial concepts.
  2. Fences aren’t always made of wood; walls aren’t always made of brick or stone. What fences separate your community, your neighborhood, or your heart from others who, superficially, seem “different”? What’s the first step you can take to get beyond those fences?

 

Resources:

 

Themes:

  •  African American/Black History
  • Civil Rights Movement
  • Crossing Cultures
  • Education and Life Lessons
  • Family and Childhood
  • Interfaith
  • Jewish Americans/Jews
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking

NEXT TOWN

By Storyteller DIANE FERLATTE

 

Story Summary:

 As a child, each summer Diane’s family drove from California to Louisiana to visit family. Diane remembers her father responding with increasing frustration whenever her brother asked if they could stop to get something to eat, each time promising “next town.”

Finally, the family stopped at a restaurant. Just as she is about to open the restaurant door, her father stops her. There is a “whites only” sign above the door. Diane’s family must go around back to eat in the kitchen. Diane learned about prejudice that day but also about how her family kept their spirits high no matter what they faced.

 

Discussion Questions:

  1. What did you think the title “Next Town” referred to when you first read it? How do you react to the title now that you know how it was used?
  2. Diane’s parents left Louisiana to escape the segregated south, which oppressed African Americans with Jim Crow laws and threats of violence. Why do you think they returned every summer? Why do you think some African Americans stayed in the south?
  3. Diane learns significant lessons on the day she describes in this story. She learns that people can hate her without even knowing her and that there are people such as her parents who maintain their integrity even in the face of such hate. When have you faced irrational prejudice in yourself or others? How did you deal with it?

 

Resources:

  • The Watsons Go to Birmingham – 1963 by Christopher Paul Curtis
  • A Guide for Using The Watsons Go to Birmingham – 1963 in the Classroom by Debra Housel

 

Themes:

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

IN THE NAME OF GOD WHOM DO YOU SEEK?

By Storyteller MARYGAY DUCEY

 

Story Summary:

As part of a service project, Mary Gay and her best friend are to start a Girl Scout troop at a notorious reform school in New Orleans. As an adult, Mary Gay wishes she could go back to the school and ask for more for the girls.

 

Discussion Questions:

  1. Do you think it was helpful or patronizing for Mary Gay and her friend to volunteer at the reform school?
  2. How could Mary Gay and her friend been better prepared for and supported in their work?
  3. Where do you volunteer? How does one “help” without viewing those you work with as “one down”?

 

Resources:

  •  Chicken Soup for the Soul – Volunteering  & Giving Back: 101 Inspiring Stories of Purpose and Passion by Amy Newmark and Carrie Morgridge
  • The Politics of Volunteering by Nina Eliasoph
  • Your Mark on the World by Devin D. Thorpe

 

Themes:

  •  Crossing Cultures
  • Education and Life Lessons
  • Family and Childhood
  • Stereotypes and Discrimination

IN BELFAST

By Storyteller LOREN NIEMI

 

 

Story Summary:

 Loren travels to North Ireland and is continually asked, “Are you Catholic or Protestant?” By the way that question is asked and answered, layers of cultural assumptions are revealed.

 

Discussion Questions:

  1.  What is the fundamental assumption contained in asking, “Are you Catholic or Protestant?”
  2. What is the function of the joke in the context of the story and in relation to the larger issue of identity?
  3. How and why do people need to shed the assumptions of culture to “wage peace” or reconcile after loss?

 

Resources:

  • Lost Lives by David McKittrick, Seamus Kelters, Brian Feeley and Chris Thornton
  • Religion, Identity and Politics in Northern Ireland: Boundaries of Belonging and Belief by Claire Mitchell and Aldershot Ashgate   – Helping People Forgive, David W. Augsburger

 

Themes:

  •  Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Identity
  • Interfaith
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking
  • War

MILWAUKEE B-B-Q

By Storyteller LOREN NIEMI

 

Story Summary:

 Loren who is white goes to a BBQ place in an all black neighborhood and comes to understand prejudice in a direct and personal way.

 

Discussion Questions:

  1. How does prejudice play out in the day to day in this story?
  2. What role do the police play in this story and what role do the police play n your cultural experience?
  3. When have you found yourself to be the wrong person by virtue of color, religion, ethnic origin or sexual identity in an uncomfortable circumstance?

 

Resources:

  • Between the World and Me by Ta-Nehisi Coates
  • Civil Rights Activism in Milwaukee: South Side Struggles in the 60’s and ’70’s by Paul Geenen

 

Themes:

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

BETWEEN WORLDS

By Storyteller OLGA LOYA

 

Story Summary:

At school Olga was taught to be American first and not to speak Spanish. If she did, she risked being punished. At the same time, Olga’s Japanese-American friends went to an after school program to learn the Japanese language and to study Japanese culture. Olga wondered why she didn’t have something like that and how she could straddle multiple worlds.

 

Discussion Questions:

  1. What are some different ways of being in Nepantla (between worlds)? For example, a teenager is neither a child nor a full adult. A child of divorced parents may feel as if he or she travels to different planets as he/she moves from one house to another.
  2. How do people keep their sense of self when they feel they are between worlds?
  3. What is your Nepantla?

 

Resources:  

  •  Borderlands / La Frontera: The New Mestiza by Gloria Evangeline Anzaldúa
  • Nepantla: Essays from the Land in the Middle by Pat Mora
  • I am Latino: The Beauty in Me by Sandra L. Pinkney and Myles C. Pinkney

 

Themes:

  • Crossing Cultures
  • Family and Childhood
  • Identity
  • Languages
  • Latino American/Latinos

WHY DO YOU WANT TO GO TO COLLEGE?

By Storyteller OLGA LOYA

 

Story Summary:

 In high school, Olga was told by her counselor that her family was too poor for her to go to College.  Hear how she found a way around this negative advice.

 

Discussion Questions:

  1. Have you ever had someone give you negative advice?  How did you respond?
  2. What is a good way to handle negative advice?
  3. What were the “favors” Olga’s counselor and shorthand teacher did for her?
  4. Why did the college students make fun of Olga?
  5. What was Olga’s reaction?’

 

Resources:

  • Growing up in East Los Angeles by Olga Loya
  • Land of the Cosmic Race by Christina A Sue
  • Mexican White Boy by Matt de la Pena
  • Who Are You? By Mimi Fox

 

Themes:

  • Crossing Cultures
  • Education and Life Lessons
  • Family and Childhood
  • Identity
  • Languages
  • Latino American/Latinos
  • Stereotypes and Discrimination

LOOKING FOR PAPITO

by Storyteller Antonio Sacre

 

Story Summary:

 As a Cuban and Irish American child, Antonio deals with being “too ethnic” or “not ethnic enough”. By trial and error and with the support of his family, Antonio reclaims all of his ethnic heritage and his Spanish language.

 

Discussion Questions:

  1. Do you think Antonio is white or brown? What does he think he is?
  2. What could Antonio have done when he was teased about speaking Spanish? Have you ever hidden parts of your cultural background to “fit in”?
  3. Does each group who comes to this country eventually lose its culture? What is gained and what is lost from assimilation?

 

Resources:

  •  How the Garcia Girls Lost Their Accent by Julia Alvarez
  • America Is Her Name by Luis J. Rodriquez 

 

Themes:

  • Crossing Cultures
  • European American/Whites
  • Family and Childhood
  • Identity
  • Languages
  • Latino American/Latinos
  • Stereotypes and Discrimination

FASTER THAN SOONER

by Storyteller Antonio Sacre

 

Story Summary:

 While studying to become an actor, Sacre happened into storytelling through a class at Northwestern University. Because he found that he was often excluded from acting jobs because he was seen as either “too ethnic” or “not ethnic enough,” he took on storytelling performances to pay the bills. He started to understand the power of his bilingual storytelling and remembers an encounter with a grade school bully where learning the other boy’s story made all the difference.

 

Discussion Questions:

  1. Antonio described how surprised he was to learn about the history and culture of many Latin American countries, but especially Mexico. What have you learned about another country or culture that surprised you or made you think differently? How might you do more of that learning?
  2. When Antonio tells stories switching back and forth between English and Spanish he sees students becoming more engaged. What might be the advantages of a fully bilingual education?
  3. When have you learned another person’s story that has caused you to change your mind about him or her? How might you listen to others’ stories more? How might you tell your own? How might we better encourage sharing our authentic stories?

 

Resource:

  • Be Bilingual: Practical Ideas for Multilingual Families by Annika Bourgogne

 

Themes:

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

A SECOND LANGUAGE: A TIME TO LAUGH, A TIME TO UNDERSTAND

by Storyteller Antonio Rocha

 

Story Summary:

 This is a story about learning a second language. It is about trying to use the little you know to communicate which many times creates funny and colorful misunderstandings.

 

Discussion Questions:

  1. Do you speak or have tried to learn a second language? Did you learn the new language or did you stop altogether?
  2. If you did learn a new language, please tell about a time you misused a word or created one that does not exist.
  3. What was the outcome of Antonio’s attempts to learn English?
  4. Do you think that making mistakes can help you learn better? If so, why?

 

Resources:

  •  Learning a Second Language by The Open University
  • Learning New Languages: A Guide to Second Language Acquisition by Tom Scovel

 

Themes:

  • Crossing Cultures
  • Education and Life Lessons
  • Languages
  • Latino American/Latinos
  • Living and Traveling Abroad

ROOTS TO RAP

By Storyteller Rev. Robert Jones

 

Story Summary:

 Rev. Jones gives a rousing illustration of how today’s Rap Music has evolved from the Blues and earlier musical forms.

 

Discussion Questions:

  1.  Rap music has roots in jazz, blues, R&B and zydeco. How did these earlier art forms influence the beginning of hip-hop as well as today’s rap music?
  2. Rap is a musical art form but also a culture. What do you think are the positives and negatives of this culture?

 

Resource:

  •  Hip-Hop in Houston: The Origin and the Legacy by Maco L. Faniel

 

Themes:

  •  African American/Black History
  • Crossing Cultures

JOHN HENRY

By Storyteller Jim May

 

Story Summary:

 This is a true story set in rural McHenry County, Illinois in the 1920s and 1930s about John Henry Higler, a man who claimed to be former slave who assimilated into an all white farm community.

 

Discussion Questions:

  1. Can you imagine living and working in a community where there was no one who shared your background and “race”?
  2. Do you think this account of John Henry being a beloved member of a white farming community in the early part of the 20th century is hopeful or simply a story that whites told to assuage their guilt about white privilege?
  3. Have you ever gone to a graveyard and imagined the stories behind the people buried there?

 

Resources:

 

Themes:

  •  African American/Black History
  • Crossing Cultures
  • European American/Whites
  • Identity

 

CHANGING NEIGHBORHOODS

by Storyteller Susan O’Halloran

 

Story Summary:

 Sue grew up hearing about “them” – the people who would come and take her and her neighbors’ homes in their all-white neighborhood. When her family watched the Friday night fights, it was made clear who was “the other” and who was “us.”

 

Discussion Questions:

  1. What activities did your family take part in that brought you closer together?
  2. To what “us” (or us-es) were you told, verbally or non-verbally, you belonged?
  3. Who were the “them”(or thems) when you were growing up?
  4. How did you make sense of racial dislike when you were younger?
  5. Were there areas of life where your community or family acted as though they were under attack?
  6. In what areas of life did/does your community or family take pride?

 

Resources:

  • American Apartheid: Segregation and the Making of the Underclass by Douglas S. Massy and Nancy A. Denton
  • The South Side: A Portrait of Chicago and American Segregation by Natalie Y. Moore

 

Themes:

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

 

GRANDPA’S STORY

By Storyteller Robert Kikuchi-Yngojo

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

 

Themes:

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

LOOKING AT MY YEARBOOKS

by Storyteller Shanta Nurullah

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

PRECIOUS LORD

By Storyteller Rev. Robert Jones with Sister Bernice Jones

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

  •  African American/Black History
  • Crossing Cultures

IF ONLY YOU WERE MEXICAN …

By Storyteller Antonio Sacre

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

MEXICANS IN CHURCH

By Storyteller Antonio Sacre

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

THE OBERLIN RESCUE OF 1858

By Storyteller Susan O’Halloran

 

Story Summary:

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

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

 

THE OTHER 9/11 STORY

By Storyteller Susan O’Halloran

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

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

 

Themes:

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

DAVY CROCKETT

By Storyteller Susan O’Halloran

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

BEACH DROWNING AND RACE RIOT

By Storyteller Susan O’Halloran

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

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

 

Themes:

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

ALBUQUERQUE

By Storyteller Jerry Fierst

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

THE NUNS

By Storyteller Gerald Fierst

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

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

 

Themes:

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

WHERE ARE YOU FROM?

By Storyteller Arif Choudhury

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

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

SEEING THE OTHER

by Storyteller Arif Choudhury

Story Summary:

One day, 5-year old Arif learns how to play with a dredle and learns about the differences between Christians and Jews.

 

Discussion Questions:

  1.  How did Arif come to realize that there were “different kinds of white people”?
  2. Why weren’t the students also studying Arif’s religion?
  3. Growing up, what did you learn about Islam? Was Islam presented as one of the world’s major religions or as “an other”?

 

Resources:

  •  No god by God: The Origins, Evolution and Future of Islam by Reza Asian
  • A History of God: The 4000-Year Quest of Judaism, Christianity and Islam by Karen Armstrong

 

Themes:

  • Crossing Cultures
  • Education and Life Lessons
  • European American/Whites
  • Family and Childhood
  • Identity
  • Jewish Americans/Jews
  • Muslim Americans/Muslims

MORE ALIKE THAN NOT

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

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

 

Themes:

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