F 395 .P7 P3 1990 TGuide

The Heart of Polish Texans

] ] A Teacher's Guide J by Barbara Evans Stanush

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The Heart of Polish Texans ] ] ] A Teacher's Guide ] by Barbara Evans Stanush ] ] J ] """1 ] ] j J J ©1991, The University of Texas Institute of Texan Cultures at San Antonio 801 S. Bowie St., P.O. Box 1226 San Antonio, Texas 78294 John R. McGiffert, Executive Director

International Standard Book Number 0-86701-0SS-X ] ] ] ] J ] ] ] ] ] ] ] J ] ] ]

j Altar of the Church of the Immaculate Conception, Panna Maria r .l- ..

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-----Table of Contents----- Purpose ...... 1 A Summary ...... 2 Instructions for Use ...... 4 Pre-Viewing Activities ...... 5 Suggestions for Viewing ...... '" ...... 8 Post-Viewing Activities ...... 9 Extension Activities ...... 15 Vocabulary ...... 16 Family History Interview Form ...... 18 Index of Activities/Social Studies Content ...... 19 Suggested Reading and References ...... 22 Organizations ...... 24 J ------Purpose------

J Panna Maria: The Heart of Polish Texans is a 17-minute videotape featuring a small community in a predominantly rural county in South ] Texas. The tape explores the past, present, and future of this village: what it is like to live in this place, what holds the people together, and how they feel about their home place. ] This village has a special characteristic, that of having been settled by members of a particular ethnic group, some of whose descendants still constitute the population of the area. The community has remained small and cohesive and is a repository of traditional values brought by the first settlers. It functions as an extended family. ] Panna Maria thus can serve as a laboratory in which students can compare what they have learned from the videotape with their own experience as part of a community. What constitutes their community? ] How does it function? How do they relate to their community? What is their heritage, and how is it reflected in the community? What are they proud of in their own heritage, in their community? What responsi­ ] bility do they have to their community? What would they like to pre­ serve, to change, to improve in their community?

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] The Panna Maria countryside, looking toward the San Antonio River valley ] 1 ------A Summary ------

Panna Maria is an unincorporated village in Karnes County that was settled by Polish immigrants in 1854. It is the oldest Polish settle­ ment in America. Current residents of this still-tiny village are descendants of the original settlers, and the older people still sp~ak the Silesian Polish dialect. Families have lived on the same land for several generations and maintain strong ties to the land and to their neighbors and the Church. The townspeople are members of the Catholic church in Panna Maria, the parish boundaries of which extend 40 miles from one side to the other. The village of Panna Maria consists of the church at the center, the old St. Joseph School, which was the first Polish school in America and which now houses the Panna Maria Historical Society Museum, a parish hall, Panna Maria School, the pastor's residence, a home for nuns, and a combined store and post office. There is also a large com­ munity hall, used for dinners, weddings, ahd dances, and several houses, some dating from the mid-1800's, on the streets adjacent to FM 81, which passes through the town. The cemetery is on a nearby hill. The immigration of Poles to Panna Maria in 1854 was arranged by Father Leopold Moczygemba, a Polish priest who had come to Texas two years earlier. Poland at that time was not an independent country but had been divided between Russia, Austria, and Prussia since the end of the 1700's. The Catholic Church, 800 years old in Poland, had helped unite the Polish people and keep their language and traditions alive when their homeland was ruled by others. Thus the Church was fulfilling many nontraditional functions in those times. Father Leopold saw an opportunity for his people from a farming community in Upper Silesia in Prussia, who were confronted with disease, floods, political unrest, and a bad economy, to find land and freedom in America. Some 100 families, including those of his four brothers, came to Texas bringing traditions of strong ties to the Church, to their families, and to the land. They arrived at the place Father Leopold had selected at the junction of Cibolo Creek and the San Antonio River on December 24, 1854, and celebrated their first Christmas Eve Mass under a large live oak tree. This became the site of the first Polish church in America, the Church of the Immaculate Conception. The Poles named their commu­ nity Panna Maria, which means Virgin Mary in Polish. The priest shown in the video, Father Frank Kurzaj, is also from the Upper Silesian region of Poland. Since the founding of Panna Maria, the Catholic Church has sent priests who are Polish or of Polish descent there to help keep the ties between Poland and Texas alive. Father Frank, as he is generally called, talks to the older people in Polish (some masses are also conducted in Polish, and the choir sings hymns in Polish as well as in English). As has been true of priests in Poland, he assumes many roles in this small community where there is no city government

2 or mayor, and the residents are members of the larger church parish. This nontraditional involvement is demonstrated by his leadership in . .J confronting a local environmental problem. In 1977 Chevron Corporation leased land for a uranium mining operation from local farmers and ranchers. Times were hard for the .J Panna Marians, and they hoped jobs would be created to keep their children in the area. Panna Marian families were tight-knit and wanted to stay on the land. Later, however, residents became concerned when J radioactive waste from the refinement of uranium ore was dumped in a 200-acre tailings pond nearby. They feared for their health, their cattle, ] the land, and the water. Father Frank organized the local people to ques­ tion this pollution of their environment. At a public hearing Chevron indicated that it would act to meet or exceed environmental protection ] requirements at the site. Over the years national attention has been directed to Panna Maria. In 1966, the year of the Polish Millennium of Christianity, then-President ] Lyndon Johnson presented Panna Maria with a mosaic of the patroness of Poland, Our Lady of Czestochowa, also called the Black Madonna. This picture is a replica of the famous icon in Czestochowa, Poland, the most revered icon in Polish culture. In 1987 the entire town of Panna Maria went by bus to San Antonio ] for a special audience with the head of the Catholic Church, Polish­ born Pope John Paul II, during his visit to the United States. The hand­ carved chairs and a gold chalice which he presented to them are dis­ ] played in the church, as is the mosaic of Our Lady of Czestochowa. .. In 1990 priests from all over the United States held a special mass at Panna Maria during the first convention of the Polish American Priests' association. Afterwards they were invited to a barbecue on a neighboring ranch by the townspeople. It was a very special occasion for Panna MarUms to have these priests as their guests. Panna Marians are proud of their history and heritage. The residents organized the Panna Maria Historical Society to establish a museum and foster further interest and research. Tourism is encouraged to pro­ ] mote the historical importance of Panna Maria as the first Polish colony in America. In the future Father Frank plans to take tour groups to Poland as l well as invite Poles to visit Texas and Panna Maria. In such exchanges Americans can learn more about their past and their traditions, and ] people from Poland can learn about life in America and about freedom. The people of Panna Maria welcome tourism to share their heritage, but they want their town to remain the way it is, retaining its values: ] the Catholic Church, the land, and their families. They are thankful to be part of small-town America and hope it doesn't disappear from today's society. They want their children to feel like 19-year-old Mark ] Mika, who says: "Being Polish and living in Panna Maria - that's about the best you can get." ]

3 --Instructions for Use of Teacher's Guide--

The Purpose (page 1) and Summary (page 2) of Panna Maria: The Heart of Polish Texans Study Guide provide important background information for teachers. The activities are designed to extend knowledge and appreciation of the multicultural heritage of Texas and can be used at many levels and in different educational contexts. They stress inquiry learning and are designed to develop critical and creative thinking skills as well as promote visual literacy. They are interdisciplinary in nature. Pre-Viewing Activities (page 5) encourage students to bring their own knowledge to the subject and infer the scope and meaning of the tape from their examination of the vocabulary words. Suggestions for Viewing section (page 8) provides a list of questions to aid students in becoming discriminating viewers of the videotape. Post-Viewing Activities (page 9) present a variety of hands-on indi­ vidual and group projects at various levels of complexity, so the teachers can address the individual capabilities of the students. Extension Activities (page 15) suggest projects in which students can examine their own communities in light of what they have learned from viewing Panna Maria. The Index correlates activities with social studies content for seventh grade Texas History and Geography. Every activity is listed under Skills to indicate particular focus. All activities, because of their hands-on participatory nature, involve problem-solving and decision-, making through analysis, synthesis, and evaluation of information. Suggested Reading and References are provided as well as a list of organizations offering additional information for students and teachers.

Father Leopold Moczygemba

4 ------Pre-Viewing Activities -----­ Bulletin Board Preview (geography; appreciation of Polish culture; skills: gathering information, interpreting maps and artifacts) .J Post the words, "Panna Maria, The Heart of Polish Texans," on a bulletin board. (The cover of the Teacher's Guide can be xeroxed for this purpose.) Each day for a week prior to the viewing, a few minutes .J can be devoted to discussing these words and other items as they are added to the board. Day 1. From the title, students can make inferences about the video­ tape. What is Panna Maria? Who are Polish Texans? Why is Panna Maria 'The Heart of Polish Texans"? Students may recall the Pope's ] visit, current events in Poland, etc. After concluding that Panna Maria is a place in Texas, students can locate it on a state map, infer that the name is in a foreign language, that it refers to a person. Why would ] the town be named after this person? Locate Poland on a world map. Day 2. Post a map of Karnes County and Wilson County. What towns in a IS-mile radius of Panna Maria also have foreign-sounding names? Cestohowa and Kosciusko. Could these be related to Panna Maria? Is Panna Maria the mother settlement, hence the heart of Polish Texans? Determine size of Panna Maria, natural resources of the area, topog­ raphy, etc., from textbook maps. ] Day 3. Post a picture of Our Lady of Czestochowa (xeroxed from Teacher's Guide). What does this picture represent? What does it tell us about the people who revere it? Are they religious? Catholic? Might there be a connection between this person and the name Panna Maria? Day 4, S. Students can share information they have gathered from news­ papers, magazines, books, or people. They might have pictures and artifacts related to Poland and Polish heritage as well. J

] ] ~ ] , ~ -a- -~~ j ,~ : l The White House ceremony commemorating 1,000 years ] of Christianity in Poland

] S V ocabulary Words By now students will have established that Panna Maria is a small town in a rural area, that the people came originally from Poland, that Polish Texans have a special feeling for this place, and that religion is an important part of the residents' lives. They will have a basis for inferring additional information from the vocabulary words. The basic list of 16 words is supplemented by a list of 11 additional words which may be given for extra credit or to advanced students.

Basic Vocabulary Supplementary Vocabulary Catholic aquifer economy chalice environment commercialize generations convictions heritage cultural identity historic hearing immigration icon lease millennium Mass parish pollution tailings Pope tourism priest radioactive traditions uranium village

Group Activities related to Vocabulary Words* (skills: making inferences) One group of students can make a set of flash cards containing basic words, another group, a set containing definitions for these words. A group of advanced students could make sets of flash cards for both the words and definitions in the supplementary list. (Flash cards can be placed in a box by the bulletin board to be used between assignments by students, to match words with definitions.) From the vocabulary words, advanced students could present an imagined overview of the videotape to the class, using all of the words but stressing those on the basic list. Following the overview, students could distribute flash cards of words and definitions and play matching games. They could also make word searches and crossword puzzles for classmates as extra credit. * A list of words with scrambled definitions is provided on pages 16-17 for teacher use as a post-viewing activity or test.

6 J A Polish Grandmother's Story (history; significant individuals; appreciation of Polish culture; skills: · presenting informationi A student or students could read the story of the settlement of Panna Maria and develop a presentation. The presentation could be storytell­ ing, creative dramatics, or reading to the class. Texans: A Story of Texan Cultures for Young People (see References), which is written at the ] fourth grade reading level, contains a fictional Polish grandmother's story of immigrating to Panna Maria and would provide an opportunity for students of below-average reading ability to make a presentation.

Map Making (geography; skills: interpreting visuals) Students can indicate the following on a sheet of paper, after putting a dot for Panna Maria in the center: names of Panna Maria and towns within a IO-mile area, names of major river and creeks, name of county seat. Students can draw in rivers and highways, mark outline of county, ] and indicate distance from nearest major metropolis. Information can be obtained from classroom maps, textbook maps, and road maps.

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Our Lady of Czestochowa, or the Black Madonna ] 7 ------Suggestions for Viewing ------

The videotaped story of Panna Maria is told in only 17 minutes. Therefore, everything on the tape is important. Students should be alert not only to the action, but to the people, their words, buildings and other objects, sounds, colors, and the mood. Below are some questions which can be read aloud prior to the view- ing to stimulate close attention to the videotape. 1. What is the first scene, the last scene? 2. What do you find in Panna Maria? 3. How do the people dress? If there is unusual clothing, notice details. 4. What foods are shown? 5. What do the signs say? 6. What evidence is there of the Polish language? 7. What kinds of work are there in and around Panna Maria? 8. How do the people feel about Panna Maria? About being Polish? 9. What is the role of the church in Panna Maria? 10. Who visits Panna Maria? Why? How are they treated? 11. What do you see in the old photos of the Polish people? 12. What industry has corne to Panna Maria? What effect has it had on the town? 13. Who seems to be the most important person in town? 14. What do the old houses look like? How are they like the houses in the photos of Poland? 15. Is there a lot of noise? What sounds do you hear besides the back­ ground music? 16. What are people doing? 17. What things are most important to the people?

The John Gawlik house, built in 1858

8 J ------Post-Viewing Activities ------J Discussion (historYi political, social, and economic developmenti appreciation of Polish culturei personal responsibilitYi skills: making inferences, inter­ preting visuals) The whole class can discuss the video or divide into small groups to answer the pre-viewing questions and raise in-depth questions based on an analysis of the videotape and what it elicits that relates to the students' own lives and communities. J Pre-viewing questions are primarily at the knowledge and compre­ hension levels. However, post-viewing discussion can move from this factual information to questions that challenge higher-level thinking ] skills, that are analytical and evaluative, and require a synthesis of learning. These questions might begin with "Why?" or "Should?" or ] "Would?" or "How?" Additional questions for discussion might be: 1. What is the most important thing you learned from this video? ] 2. Why does Panna Maria encourage visitors? What are some of the positive and negative aspects of tourism? ] 3. What questions would you have asked at the public hearing regarding radioactive waste disposal? Do you think that issue is resolved? What more might need to be done? ] 4. Why doesn't Panna Maria have a mayor? What type of governmen­ tal structure exists for Panna Marians and how does it function? 5. Why hasn't Panna Maria grown or died? ] 6. What roles were the young people playing? How will this affect their lives? 7. How does Panna 'Maria differ from your community? What things J are the same? 8. Would you like to live in Panna Maria? Why or why not? ] 9. Why are the Panna Marians proud of their town? 10. What more would you like to learn about Panna Maria and Polish Texans? How would you go about it? J 11. Are you proud of your town? Why or why not? What are you proud of? What would you change? 12. What does Mark Mika mean when he says, "I'm Polish. If you don't ] like it, fine." How does this apply to you? It might be hard to answer some of these questions without further J information. The following activities will provide more details and lead to greater understanding of Panna Maria and issues raised by the video. Students may wish to view the tape as they continue their inquiry.

'9 Seeking and Searching for Information (skills: locating information) 1. Peruse papers, magazines, books, brochures for information about Polish Texans, Poland, and Polish customs and traditions. 2. Look for information on subjects such as pollution, small-town life, the importance of heritage and traditions, the roles of individual citizens in the community, etc., that were raised in the videotape. 3. Talk to people who are knowledgeable about Polish history and traditions and/or about issues raised in the video. (See O rganiza­ tions, page 24.) 4. Research your own heritage. (See Family History Interview Form, page 18, References, page 22, and Organizations, page 24.)

Write-Away Learning Collect current information about Panna Maria and its environs from the following organizations for use in projects. Tourism (social and economic development; skills: writing) Panna Maria is one of the towns in the Alamo-La Bahia Corridor which was visited by the touring car clubs. The corridor connects towns between San Antonio and Goliad along the San Antonio River. Write to the Alamo Area Council of Governments, 118 Broadway, Suite 400, San Antonio, TX 78205, which sponsors corridor activities. Learn more about the corridor and why it was formed, and about other events like "Christmas along the Corridor" which involve Panna Maria.

History and Heritage (history; social development; skills: gathering information, writing) Write: Panna Maria Historical Society (Loretta Niestroy, President), P.O. Box 52, Panna Maria, TX 78144, 512-780-3010 or 512-780-2650 Karnes County Historical Commission and Karnes County Historical Society, Box 162, Karnes City, TX 78118

Agriculture and Industry (geography; economic development; skills: gathering information, writing) Write: Karnes City Chamber of Commerce, 314 East Calvert, Karnes City, TX 78118 Karnes County Industrial Development Committee, 314 East Calvert, Karnes City, TX 78118 Karnes County Agricultural Extension Service, 120 West Calvert, Karnes City, TX 78118 (request agricultural statistics for Karnes County)

10 Population Puzzle (social development; skills: making inferences) A Polish family from Upper Silesia came to Panna Maria in 1854. There were three sons in the family. Each married and each had three children (most families were much larger). By 1870 there were 9 new members of the family. Every 30 years (a generation) each child married and each had 3 children. By 1990, how many children would there be? 729. Would the amount of land that each family had increase the same way? No. Panna Maria is still a small village. Where are all these people? Why did they leave? Where do you think they went?

Polish Language Lessons (geography; appreciation of Polish culture; skills: interpreting maps and artifacts) 1. Panna Maria is Polish for Virgin Mary. Other Polish names in the video were seen on the stained-glass windows in the church (Moczy­ gemba, Dziuk) and on tombstones in the cemetery (Rzeppa, Opiela, and Urbanczyk). Check your telephone directory to see if you find any of these names. The San Antonio directory has over 80 Moczygembas. What does this tell you? 2. Look at Karnes, Wilson, and Bexar counties on a map of Texas for names that might be Polish. (Cestohowa, Kosciusko, St. Hed­ wig). How could you determine their origin? 3. Check food labels. A brand of Polish pickles lists the ingredients in Polish. 4. Find a recording of Polish Christmas carols and listen to the music. 5. Ask a person of Polish heritage to teach you a few words, phrases, or a saying.

A Polish Personality ] (appreciation of Polish culture; skills: interviewing) Invite a Polish Texan to class. If there is no one known to the class or school, consult the Polish American Congress of Texas (see Organi­ zations, page 24), for names of members in your vicinity who will make class visits. Prepare a list of questions and interview this person. (See the Inter­ view Form on page 18 for suggestions.) Request that the visitor bring slides and/or artifacts if available. ] ] J

11 Polish-Texan Tastes (appreciation of Polish culture; skills: cooking) The Panna Marians served open-faced sandwiches, a Polish custom. Inquire about other foods or dishes that reflect the Polish heritage. Check supermarkets for Polish sausage, Polish pickles, and other foods of Polish origin. Look in cookbooks such as The Melting Pot (see Refer­ ences, page 22) for recipes. Prepare a Polish dish that might still be served in Panna Maria.

Polish Dress (appreciation of Polish culture; skills: interpreting artifacts) Recall the dresses of the Polish girls. What can you remember about them? They wore white blouses, decorated vests, full skirts, fancy aprons, and floral headpieces in their hair. Was this everyday wear in Panna Maria? In Poland? No. When do you think these garments were worn? For dancing traditional folk danc~s, singing in special choirs, for attending special celebrations. Where do you think some of the dresses the Panna Maria girls wore might have come from? Fashion a similar costume to wear for a Polish Heritage program.

Learn a Legend (appreciation of Polish culture; skills: locating information, drawing a picture) Find the story of Our Lady of Czestochowa, also called the Black Madonna, in a book about Poland or Polish history, and share it with the class. Why is she called the Black Madonna? Why are there scars on her face? Why is this image so important to the Polish people? Make a copy of her picture, as the maker of the mosaic at Panna Maria did.

Learn More about the Catholic Religion (appreciation of religions; skills: making inferences, locating information) Religion is very important to the people of Panna Maria, who are Roman Catholics. In fact, Panna Maria is defined by church membership rather than by the actual village boundaries. Families of Panna Maria may actually live several miles from the center of the village. Learn more about Catholicism, perhaps from students in your class. Is Polish Catholicism as practiced in Panna Maria different from the Catholicism practiced by these students? Do all Catholics know Our Lady of Czestochowa? What other name is given to the Mother of Christ? Are there legends associated with this depiction of the Madonna? Visit a Catholic church in the neighborhood. How does it compare with the church seen in the videotape?

12 J Promote Panna Maria (history, social and economic development, appreciation of Polish . culture; skills: designing a brochure) Design a promotional brochure, using the information the class has collected to interest people from your community in visiting Panna Maria. Include pictures and/or drawings. Include a map to describe the location and, possibly, a plan of the town including important land­ marks such as the church, the Snoga store, the live oak tree, the mu­ seum, the cemetery, and historical markers. Include information about the history of Panna Maria and about what tourists might visit. (A Panna Maria Historical Society member will give a tour upon advance notice. For a small fee, a Polish-American meal can be served for groups. See Organizations, page 24.)

Proceed to Panna Maria (skills: planning a trip, making a presentation) Plan a trip to Panna Maria taking into account the distance from your home and sites of educational interest in the vicinity. Calculate mileage and expenses for gas and food. If feasible for your class or a school group to go, present a convincing argument for the trip. Raise money for trip expenses by planning a "Proceed(s) to Panna Maria" program at school.

Help to Research Heritage (appreciation of one's own and other cultures; skills: writing) Prepare an information sheet, drawing upon your experiences in researching the Polish heritage of Panna Maria, to help students to re­ search their own ethnic history and heritage.

A "Proceed(s) to Panna Maria" Program ] (history; significant individuals; political, social, and economic develop­ ment; geography and natural resources; appreciation of Polish culture; skills: planning a program) Share your knowledge about Panna Maria and Polish Texans with students and parents in your neighborhood. Charge a modest admission or sell foods and crafts to raise money for a field trip to Panna Maria. J Choose among the following offerings: 1. A short drama or reading about how the Polish people came to settle Panna Maria; J 2. A Polish dance or song; 3. Posters about the history, the role of the church, agriculture and J industry, Our Lady of Czestochowa, tourism, etc.; 4. A display of Polish artifacts such as art, clothing, books, decora­ J tions, heirlooms, crafts;

] 13 S. A craft demonstration, e.g., making a floral headpiece; 6. A "How to Explore Your Heritage" booth and instruction sheet (for small charge); 7. Short presentation on how Panna Maria can stimulate interest in the local community and its heritage; 8. Polish foods.

Explore Your Own Roots (appreciation of own culture; skills: locating and gathering information) Using the knowledge gained in the study of Panna Maria and Polish Texans, research your own ethnic heritage. Interview members of your own family. (See Interview Form, page 18.) Find photographs and news clippings that relate to your family. Write to relatives requesting informa­ tion. Read articles on genealogy and consult a local genealogical library if available. My Family Tree Workbook provides helpful information and fill-in pages (see References, page 22). ;Persons of Polish heritage can consult the Polish Genealogical Society of Texas (see Organizations, page 24).

Hats Off to Panna Maria: A Culminating Activity (appreciation of Polish culture; personal and civic responsibility; skills: creative writing) Recall the headpieces shown in the video: the priest's straw hat, the boy's baseball cap, the farmer's straw hat, the nun's wimple, the floral headpiece of the girl in Polish costume, the white headpiece of the girl being blessed at the Mass of Devotion to the Virgin Mary (a new tradi­ tion in Panna Maria), the Bishop's miter, the hard hats of the workers at the uranium plant, the rancher's Stetson cowboy hat, the hat of the elderly resident, the straw cowboy hats of the visiting priests. Write a story about Panna Maria told from the point of view of a person wearing one of these hats. How would the oldest resident of Panna Maria view the town and its activities? How would a teenager? How would a farmer or rancher? The priest? A visitor? A worker? What would the person like about his or her life there? What about his or her past or future? Hopes? Dreams? Dreads? Memories? What about Panna Maria has changed his or her life? What would he/she like to see happen to Panna Maria and why? What could he/she do for the community? What has he or she already done or not done? Create a short story that others would want to read.

14 ------Extension Activities ------

Students can design their own projects suggested by issues raised in the Panna Maria videotape. Possibilities are: 1. Community and Environment (personal and civic responsibility; skills: gathering information, interviewing) Find an instance of industrial or other pollution in your community. Learn more about laws governing the disposal of hazardous waste. Write to the Environmental Protection Agency for information. What could you do as an individual or a class to address this situation? Inventory your horne and/or your school to see what pollution or other destruction of the environment needs attention. Graffiti? Trash? Organize your class to take action. Plan an assembly detailing the effect of this pollution on the health and morale of the neighborhood. What could students do? How could they encourage the officials to take appro­ priate action? What other things could be done to ensure a safe environ­ ment? Recycling programs? Examine the contents of the class waste­ basket. What waste could be eliminated or recycled?

2. Community and People (appreciation of others; personal and civic responsibility; skills: gathering information, interviewing) Plan a program which explores the community surrounding your school. What are the governmental forces at work in this area? What other organizations are active? Churches? Neighborhood groups, scouts, etc.? What major businesses, occupations are represented? What indi­ viduals are taking major roles? What ethnic groups are represented in the area? What are some customs and traditions in the area? What can students do to better life in the area? How can students help develop il a pride within the community, as Panna Marians have? 3. Community Heritage :1 (appreciation of one's own and other cultures; skills: planning a school program) ] Plan a schoolwide program honoring the various heritages repre­ sented in the community. Invite community representatives of these groups to speak to students. . J J

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] 15 ------Basic Vocabulary ------­ Put Panna Maria Definitions in Their Proper Place Write the following words with their proper definitions in a complete sentence. For a further challenge, select one or more words and write a paragraph relating the word or words to Panna Maria. 1. lease A. important because of connection with history 2. heritage B. a small town 3. generation C. the coming into another country to make it one's home 4. historic D. beliefs and customs which are handed down by people from one generation to another 5. radioactive E. a Catholic church service 6. environment F. belonging to the Christian Church of which the ,Pope in Rome is the head 7. priest G. a very heavy radioactive metal element used in atomic reactors 8. village H. things which belong to a person by birth, inheritance, tradition 9. economy I. the head of the Catholic Church 10. pollution J. the state of a substance which emits energy in the form of rays or particles formed by the breaking down of an atom 11. immigration K. the system of producing, distributing, and consuming goods and services of an area (town, state, country, etc.) 12. Pope L. to rent (a thing or a place) according to the terms of an agreement 13. traditions M. a person who is authorized to perform religious rites; a clergyman 14. uranium N. the state of being unclean or impure; to be contaminated 15. Catholic O. one step in the line of family descent (e.g., grandparents, their children, grandchildren represent three of these) 16. Mass P. physical surroundings (air, land, etc.)

16 Supplementary Vocabulary Put Panna Maria Definitions in Their Proper Place Write the following words with their proper definitions in a complete sentence. For a further challenge, select one or more words and write ] a paragraph relating the word or words to Panna Maria. 1. hearing A. strong beliefs 2. aquifer B. a session in which parties present ] their sides of a case 3. tailings C. a thousand years 4. millennium D. a religious image used in certain ~ religious services 5. commercialize E. a goblet or drinking cup used in a J religious service 6. parish F. the promotion or encouragement of tourists J 7. convictions G. the customary beliefs, social forms, and material traits of an individual or group J 8. icon H. residue separated out in preparation of various products, like ores 9. tourism 1. a water-bearing layer of permeable J rock, sand, or gravel 10. cultural identity J. church district having its own J church and priest 11. chalice K. to exploit for profit

J ] Basic Vocabulary Supplementary Vocabulary l.L 12. I l.B 2. H 13.0 2. I 3.0 14. G 3. H 4. A 15. F 4. C 5. J 16. E 5. K ] 6. P 6. J 7. M 7. A 8. B 8.0 J 9. K 9. F 10. N 10. G ] 11. C 11. E

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----~ Family History Interview ------

Name: ______Birthdate: ______

Home address: ______------

1. Where were you born? ______--:-'- ____

2. Where were your parents and grandparents born? _____

3. What were their occupations? ______

4. What countries did your ancestors come from? ______

5. Is (or was) a language other than English spoken in your family? Do you use any special words or sayings that have been passed down in the family? ______

6. What are some traditions and customs (foods, celebrations, religious observances, songs, crafts, games, and others) in your family?

7. What types of work have you done? ______

8. What skills, hobbies, or interests do you have? ______

9. What are some interesting stories about you, your family, or your ancestors? ______

10. Other questions (Use other side if necessary.) ______

18 .. Index of Activities according to ------Social Studies Content ------

All activities are designed to extend knowledge and appreciation of the multicultural heritage of Texas and can be used at many levels and in different educational contexts. This outline reflects social studies content for seventh grade Texas History and Geography, although activities are interdisciplinary in nature. Activities stress inquiry learning and are designed to develop critical and creative thinking skills as well as to promote visual literacy . All activities, because of their hands-on, participatory nature, involve basic skills of problem-solving and decision-making through analyzing, synthesizing, and evaluating information. Every activity is listed under "Social Studies Skills."

I. Texas History and Geography Historical Events A Polish Grandmother's Story (7) Post-Viewing Discussion (9) Write-Away Learning - History and Heritage (10) Promote Panna Maria (13) A "Proceed(s) to Panna Maria" Program (13) Significant Individuals A Polish Grandmother's Story (7) Post-Viewing Discussion (9) A "Proceed(s) to Panna Maria" Program (13) Extension Activity - Community and People (15) Political, Social, and Economic Development Post-Viewing Discussion (9) Write-Away Learning-Tourism, History and Heritage, Agriculture and Industry (10) Population Puzzle (11) Promote Panna Maria (13) A "Proceed(s) to Panna Maria" Program (13) Extension Activities - Community and Environment, Community and People (15) Geography and Natural Resources )J Bulletin Board Preview (5) Map Making (7) J Post-Viewing Discussion (9) Write-Away Learning-Agriculture and Industry (10) Polish Language Lesson (11) ij A "Proceed(s) to Panna Maria" Program (13) Extension Activity -:- Community and Environment (15)

19 II. Values Appreciation of One's Own and Other Cultures -. Bulletin Board Preview (5) A Polish Grandmother's Story (7) Post-Viewing Discussion (9) Write-Away Learning-History and Heritage (10) . Polish Language Lessons (11) A Polish Personality (11) -' Polish-Texan Tastes (12) Polish Dress (12) Learn a Legend (12) Learn More about the Catholic Religion (12) Promote Panna Maria (13) Help to Research Heritage (13) A "Proceed(s) to Panna Maria" Program (13) Explore Your Own Roots (14) Hats Off to Panna Maria (14) Extension Activities - Community and People, Community Heritage (15) Personal and Civic Responsibility Post-Viewing Discussion (9) Hats Off to Panna Maria (14) Extension Activities - Community and Environment, Community and People (15)

III. Social Studies Skills (All activities involve basic social studies skills of problem-solving and decision-making through analyzing, synthesizing, and evaluating information. They are listed below to indicate a particular focus.) Bulletin Board Preview (5) - interpreting maps and visuals, gathering information Vocabulary Activities (8) - making inferences

A Polish Grandmother's Story (7) - storytelling, creative dramatics Iau Map Making (7) - interpreting visuals Post-Viewing Discussion (9) - making inferences, interpreting visuals Seeking and Searching for Information (10) -locating information Write-Away Learning (10) - gathering information, writing Population Puzzle (11) - making inferences, making calculations Polish Language Lessons (11) - interpreting maps and artifacts A Polish Personality (11) - interviewing Polish-Texan Tastes (12) - cooking Polish Dress (12) - interpreting artifacts Learn a Legend (12) -locating information, painting a picture Learn More about the Catholic Religion (12) -making inferences, locating information u• •

20 .. Promote Panna Maria (13) - designing a brochure Proceed to Panna Maria (13) - planning a trip, making a presentation Help to Research Heritage (13) -writing A "Proceed(s) to Panna Maria" Program (13)-planning a program Explore Your Own Roots (14) -locating and gathering information Hats Off to Panna Maria - A Culminating Activity (14) - creative writing Extension Activity - Community and Environment (15) - gathering information, interviewing Extension Activity - Community and People (15) - gathering information, interviewing Extension Activity - Community Heritage (15) - gathering information, interviewing, planning a program

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21 ---Suggested Reading and References---­ Abernethy, Francis E., ed. Built in Texas. Texas Folklore Society Publication XLII. Dallas: E-Heart Press, 1979. References to Polish influences on Texas architecture. Chapter by T. Lindsay Baker on "Silesian Polish Folk Architecture in Texas" discusses architecture of old buildings in Panna Maria. Photographs. Adult level. Abernethy, Francis E., ed. The Folklore of Texan Cultures. Texas Folklore Society Publication XXXVIII. Austin: Encino Press, 1974. "0 Ty Polshil" by Ann Carpenter relates customs, foods, holiday celebrations, remedies, legends and stories, and crafts of Polish Texans. "Panna Maria and Ptfuznica: A Study in Comparative Folk Culture" by T. Lindsay Baker relates Polish influences on Panna Maria in terms of architecture, dress, language, folk beliefs, ghost stories. Photographs. Adult level. Baker, T. Lindsay. The First Polish Americans: Silesian Settlements in Texas. College Station: Texas A&M University Press, 1979. Information on founding and history of Panna Maria. Contains excerpts from oral histories and letters. Photographs and illustra­ tions. Adult level. Baker, T. Lindsay. The Polish Texans . San Antonio: Institute of Texan Cultures, 1982. Information on history of Panna Maria and other Polish settlements. Photographs, illustrations, maps. Adult level. Chorzempa, Rosemary A. My Family Tree Workbook: Genealogy for Beginners. New York: Dover Publications, 1982. $2.50. Fine introduction to researching family and ethnic heritage. Fill-in sheets on relatives, family stories, geography, language, foods, crafts, celebrations, etc. 6th grade through adult level. Dworaczyk, Rev. Edward J. The First Polish Colonies of America in Texas. San Antonio: Naylor Company, 1936. A classic work on Polish settlements, including first-person accounts of Panna Maria history. Photographs. Adult level. ] Dworaczyk, Rev. Edward J. The History of Panna Maria, Texas, the Oldest Polish Settlement in America; Rev. Anthony Matula; The ., 1 Millennium History of Panna Maria. Available from the Panna ,.J Maria Historical Society, Box 52, Panna Maria, TX 78144. $6.00 including tax and postage. Photographs. Adult level. Jaworski, Joseph. Panna Maria: An Image of Polish Texans. Wim­ berley: Dorsoduro Press, 1991. Historic and contemporary [ photographs of Panna Maria with text on history, role of church, and prospects for the future in Panna Maria. Adult level. Avail­ able from the Panna Maria Historical Society, Box 52, Panna [ Maria, TX 78144. $25 including tax, postage, and handling. ."

22 , II The Melting Pot: Ethnic Cuisine in Texas. Rev. ed. San Antonio: Institute of Texan Cultures, 1983. Recipes by Polish Texans with short overview of Polish-Texan history and culture. Adult level. Panna Maria: First Polish Colony in Texas. Filmstrip produced by the Institute of Texan Cultures. Historical and contemporary photographs detailing immigration, colonization, and progress of Panna Maria. Also available as a slide presentation. The Polish Texans . San Antonio: Institute of Texan Cultures, 1972. 32-page pamphlet with photographs and illustrations. From The Texians and the Texans Series. History of Polish groups and individuals in Texas. Middle school to adult level. Shuffler, R. Henderson. Many Texans: A Gathering of Cultures. Austin: Encino Press, 1970. Chapter on the settlement and history of Panna Maria, related in an informal style for young people. Instructional comments in margins. Sixth grade to high school level. Silverthorne, Elizabeth. Christmas in Texas. College Station: Texas A&M University Press, 1990. Chapter on Polish-Texan . Christmas customs, including recipes. Middle school to adult level. Stanush, Barbara Evans. Texans: A Story of Texan Cultures for Young People. San Antonio: Institute of Texan Cultures, 1988. Chapter on Polish Texans which includes a Polish grandmother's story of coming to Panna Maria in 1854. Photographs, drawings, and activities. Fourth to seventh grade level. Stanush, Barbara Evans. Texans: A Teacher's Guide. San Antonio: Institute of Texan Cultures, 1988. Additional activities and suggestions for teachers teaching units on ethnic heritage. Yanta, Rev. John W., ed. Centennial of Fr. Leopold Moczygemba, Patriarch of American Polonia. Compilation of articles and papers related to the founder of Panna Maria. $5.00. Available from Fr. John Yanta, St. James Church, 907 W. Theo, San Antonio, TX 78225. Yanta, Rev. John W. Twenty Year History of the Polish American Priests Association. A pamphlet available free from Fr. John Yanta, St. James Church, 907 W. Theo, San Antonio, TX 78225.

------Photo Credits ------

Prints are from the collections of The University of Texas Institute of Texan Cultures at San Antonio, courtesy of the following lenders.

Contents Panna Maria Museum Page 1 T. Lindsay Baker, Canyon Page 4 Polish American Crusaders Museum, San Antonio Page 5 Panna Maria Historical Association Page 7 Reverend Peter Kolton, San Antonio Page 8 T. Lindsay Baker, Canyon

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------Organizations ------

Panna Maria Historical Society. Loretta Niestroy, president. EO. Box 52, Panna Maria, TX 78144. Telephone 1-512-780-2650 or 780-4211. Provides information on history of Panna Maria, arranges group tours of Panna Maria, and sells books related to Panna Maria. Polish American Congress of Texas. Leona Ploch Bas, president. 11211 Sagetrail, Houston, TX 77089. Telephone 1-713-481-2561. Provides names of members throughout Texas who could talk with classes about Polish-American and Polish-Texan history and culture. Polish Genealogical Society of Texas. Virginia Felchak Hill, president. 15917 Juneau, Houston, TX 77040. Telephone 1-713-937-8222. Assists ,i members in learning family history. Provides information upon request. Publishes four newsletters each year.

When writing to these organizations or individuals, please enclose ., a stamped self-addressed envelope. -I anna Maria O School St. Joseph's Pulaski Street School (now D D a museum) _. Nuns' House Parish D - , Hall Mika 0 House S======~~===== DR,do,y -,I Church of the Immaculate Conception (St. Mary's)

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snogaD Store

rlco e::: r Gawlik 0 House "'" ~!I I

CommunityD Hall ~ I

Cemetery Road I II " 1 ; I

Locations of principal buildings in Panna Maria

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