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

Three Assassinations: Kennedy, King, Kennedy

by Storyteller Megan Hicks

 

Story Summary:

 Megan was confused when her 9th grade classmates reacted differently to the assassination of President Kennedy than her family did. She didn’t know who was right. And then she learned to listen to what her heart told her was truth for her.

 

Discussion Questions:

  1.  Have you ever wondered how you’re “supposed” to feel about a situation that makes you uncomfortable?
  2.  How can you be friends with someone you disagree with?
  3.  What’s the difference between an argument and a debate?
  4.  What happens when you realize you no longer believe some of the assumptions you grew up with?

 

Resources:

  •  The President Has Been Shot!: The Assassination of John F. Kennedy by James F. Swanson
  • The Watsons Go to Birmingham – 1963 by Christopher Paul Curtis
  • To Kill a Mockingbird by Harper Lee

 

Themes:

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

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

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

That Place Within Untarnished

by Storyteller Laura Simms

 

Story Summary:

 Laura befriends and, then, adopts a former child soldier from Sierra Leone. Years later, Ishmael Beah goes on to become a best-selling author. One day, while speaking on a panel together, she and her grown son hear of the genocide in Rwanda. A woman from Rwanda tells of a child who makes a difficult choice when he finds himself in the same room with the man who murdered his parents. Laura’s son, Ishmael, understands and applauds the child’s choice. He is glad the child will not have to define himself as a murderer and can keep in touch with the place within that Ishmael has once again found – the place within that is untouched by war, murderous alternatives and biases of any sort.

 

Discussion Questions:

  1.  What surprised you the most about the story Laura and Ishmael heard about Rwanda?
  2. Do you think it is fair to have children fighting in wars?
  3. Most people want to know what are causes of war. What do you think are the causes of Peace?

 

Resources:

  • A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah
  •  Making Peace in Times of War by Pema Chodron
  • The Trauma of Everyday Life by Mark Epstein MD
  • A Human Being Died That Night: A South African Story of Forgiveness by Pumla Gobodo-Madikizela
  • The Way of Council by Jack Zimmerman

 

Themes:

  •  African American/Black History
  • Family and Childhood
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking
  • War

Escape to Freedom – Germany 1941

by Storyteller Judy Sima

 

Story Summary:

 Judy Sima tells the story of her mother, Elsa Mosbach. She relates the events leading to Elsa’s escape from Germany during WWII, her encounter with the Gestapo following Kristallnacht or the Night of the Broken Glass, and how she used her father’s WWI medals to gain her father’s release from Buchenwald Concentration Camp.

 

Discussion Questions:

  1.  What can you do to stop religious prejudice?
  2. What would you do if a family member was imprisoned because of his or her religion?
  3. What lessons have you gained from studying about the Holocaust?
  4. Should America accept refugees who are persecuted for their religious beliefs? Does it make a difference what that religion is?

 

Resources:

 

 Themes:

  •  Immigration
  • Jewish Americans/Jewish
  • Stereotypes and Discrimination
  • War

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

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

Learning at the Dinner Table

by Storyteller Bill Harley

 

Story Summary:

 Bill’s mother and father came from opposite ends of the political spectrum which meant that his mother and father’s family did as well. Bill’s father could not tolerate the biased language that was spoken at his in-law’s dinner table. Then, one Thanksgiving dinner, Bill’s father can take the bigotry no longer and speaks out. Bill learns a valuable lesson about the importance of taking a stand.

 

Discussion Questions:

  1. What lessons about race and other differences have you learned from your family? What spoken and unspoken beliefs are there?
  2. Are you aware of different racial and ethnic beliefs in your family? Are there examples of tolerance and intolerance clashing?
  3. Have you ever been in a situation where someone speaks outright prejudice and racism or speaks in coded intolerant language? What are different ways of approaching that language or belief when you hear it?

 

Resource:

  • Racism Learned at an Early Age Through Racial Scripting by Robert Williams

 

Themes:

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

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

Reflections on Minidoka

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Introduction:

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

Summary:

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

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

Classroom Applications:

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

Watch the video now

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

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

Incarceration

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Incarceration
A Short Video Story
by Anne Shimojima

Introduction:

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

Summary:

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

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

Classroom Applications:

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

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Explore our many other RaceBridges Studio videos and lessons

for Asian American month or any time of the year.

 

Immigrant Story: a Chinese Family in the US

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

by Nancy Wang

 

Introduction:

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

Summary:

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

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

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

Classroom Applications:

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

Watch the video now

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Explore our many other RaceBridges Videos for

Asian American Month or any time of the year.

 

Bittersweet: A Chinese American Daughter’s Legacy

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

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

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

Lesson Plan

PURPOSE

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

OUTCOMES

By the end of this lesson, each student will:

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

Download Bittersweet Lesson Plan (PDF)

Story Excerpts

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

Excerpt #1 — Immigrant History– 9:16 minutes

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

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

About Storyteller Nancy Wang

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

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Full information : www.ethohtec.org.

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

Just Hair: Finding Out the Importance of Your True Roots

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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

Name Calling at Masonville Elementary: Hurtful Words Forgiven

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

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

Taming the Fire: A Black Heritage Search

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

 

Story Summary:

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

 

Discussion Questions:

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

 

 Resources:

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

 

Themes:

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

A Black American Son’s Survival Lessons

 

Story Summary

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

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

Too Crazy to Know Better

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

Miss No Name: Struggles for Justice

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

Tipping the Scales

 

Story Summary:

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

Discussion Questions:

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

Resources:

Themes:

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

Who Knows What Children Make of These Things?

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

Undocumented Journey: An Educational Dream Realized for Illegal Immigrants

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

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

 

Themes:

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

My Long Hair

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

Cost of Racism

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

Loving Someone Tall: A Conversation With My Father About Race

 

Story Summary:

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

 

Discussion Questions:

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

Resources:

 

Themes:

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

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

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

An African Native American Story

 

Story Summary:

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

 

Discussion Questions:

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

Resources:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

Hot Chili and Crackers: A Racial Stew with Danger

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Themes:

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

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

Fond Memories and The Jane Addams Project

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

 

  Resources:

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

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

Unsung Hero: How My Uncle Was Saved from the KKK

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

Themes:

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

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

video-of-month-header5

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:

.

.

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

 

A Father’s Gift

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

 

Themes:

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

On the Bus: Saved By an Angel

 

Story Summary:

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

Discussion Questions:

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

 Resource:

 Themes:

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

School of Invisibility

 

Story Summary:

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

 

Discussion Questions:

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

Resources:

 

Themes:

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

Shadowball

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

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

 

Themes:

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

Through the Eyes of York

 

Story Summary:

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

 

Discussion Questions:

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

 

Themes:

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

Ancient History? Do Stories of the Holocaust Matter?

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

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

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

Another Way West

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

I Wanted To Be an Indian

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

Mary McLeod Bethune: An American Educator and Civil Rights Leader

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:   

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

Themes:

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

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

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

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

PENNY FOR YOUR THOUGHTS

By Storyteller DIANE FERLATTE

 

Story Summary:

While sitting alone in a restaurant having lunch, Ferlatte notices an older white man also eating alone and looking sad and worried. When she tries to be friendly, the man responds with a grunt. Ferlatte starts labeling him in her mind as a “mean old white man.” Later, she corrects her own thinking by reminding herself that she doesn’t know anything about the man. Later, as he leaves the restaurant, the man pours out his story, sharing that his wife of 61 one years has recently died. The two end up having a brief conversation, and Ferlatte realizes the importance of reaching across barriers of race, culture, and generations in order focus on the person right in front of you.

 

Discussion Questions:

  1.  What do you think inspired Ferlatte to speak to the old man? How would you have felt if you had been Ferlatte, and the old man had grunted at you? What would you have thought about him?
  2. Have you ever tried to reach across a barrier (race, age, language, class, etc.) with someone you didn’t know? How did it go? Did you learn from that experience?
  3. Ferlatte manages her own initial reaction against the man. How does she do that? Have you ever had to talk to yourself to get yourself to think differently? When? Did it work?

 

Resource:

  • The Nature of Prejudice: 25th Anniversary Edition by Gordon W. Allport and Kenneth Clark

 

Themes:

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

 

BARTHOLOMEW

By Storyteller MARYGAY DUCEY

 

Story Summary:

 Bartholomew, an African American man who is the church custodian is a familiar figure to the congregation at Mary Gay’s church. However, when it’s rumored that African Americans are coming to their church and will be asked to be seated, suddenly the pleasant veneer of acceptance is exposed.

 

Discussion Questions:

  1.  Why could the people in Mary Gay’s congregation be welcoming to one African American man but feel threatened by other African Americans who would be seated with them as equals?
  2. How did churches become so segregated and why are so many still segregated today?

 

Resources:

  •  Church Diversity: Sunday the Most Segregated Day of the Week by Scott Williams
  •  Segregated Sabbaths: Richard Allen and the Emergence of Independent Black Churches 1760-1840 by Carol V. R. George

 

Themes:

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

IN THE NAME OF GOD WHOM DO YOU SEEK?

By Storyteller MARYGAY DUCEY

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

IN BELFAST

By Storyteller LOREN NIEMI

 

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

MILWAUKEE B-B-Q

By Storyteller LOREN NIEMI

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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 TWICE SAVED LIFE

by Storyteller ALTON CHUNG

 

Story Summary:

Solly Ganor, a Lithuanian Jew, was a boy when Germany invaded his country in1940. He was eventually sent to Dachau and was rescued by members of the 100th Battalion/442nd Regimental Combat Team, the all-Japanese American unit. Fifty years later he once again meets the man who saved him.

 

Discussion Questions:

  1. What if an environmental disaster occurred in Canada and forced millions of Canadians south across the border into the US. Would you open your house to take in some refugees who have nothing?  What would you give up to share with them?
  2. What if an environmental disaster occurred in Mexico and forced millions of Mexicans across the border into the US, would you open your house to some refugees who had nothing?  Would your behavior be different than your reaction to the Canadian refugees?  Why?
  3. People who lived through WWII are passing away.  In a few years, there will no longer be any eyewitnesses to the events of recent history. How do we know what happened in Civil War, in Medieval Europe, at the building of the Pyramids in Egypt?  How is history preserved?  How does the past affect our present and future?
  4. If you and your family were sent to an incarceration camp, would you volunteer to fight for the U.S.? Would you serve, if drafted into the Military? Would you remained loyal to the U.S.?

 

Resources:

  • Light One Candle: A Survivor’s Tale by Solly Ganor
  • Visas and Virtue, Visual Communications, Cedar Grove Production, 26 minutes, 1997, (1997 Academy Award, Best Live Action Short Film)
  • Okage Sama De (I am what I am because of you.) A DVD by Alton Chung

 

Themes:

  • Asian American/Asians
  • Interfaith
  • Stereotypes and Discrimination
  • Taking A Stand and Peacemaking
  • War

CHANGING NEIGHBORHOODS

by Storyteller Susan O’Halloran

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

 

ROSA

By Storyteller Linda Gorham

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

Story Summary:

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

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

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

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

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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

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

THE DAY THE NAZIS CAME

by Storyteller Syd Lieberman

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

 

Themes:

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

AUNT HELEN

by Storyteller Syd Lieberman

 

Story Summary:

 

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

 

Discussion Questions:

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

 

Resources:

 

Themes:

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

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

BEACH DROWNING AND RACE RIOT

By Storyteller Susan O’Halloran

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

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

 

Themes:

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

MOMA SAID …

By Storyteller Michael McCarty

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

  •  Live Your Dreams by Les Brown

 

Themes:

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

VINDICATION

by Michael McCarty

 

Story Summary:

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

 

Discussion Questions:

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

 

Resource:

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

 

Themes:

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

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

EVACUATION

by Storyteller Anne Shimojima

 

Story Summary:

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

 

Discussion Questions:

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

 

Resources:

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

 

Themes:

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