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(ED), Washington, DC DOCUMENT RESUME ED 221 416 $0 014 047 AUTHOR Wead, Margaret TITLE 'Six American Histories. INSTITUTION Education Service Center Region 2, Corpus Christi, Tex. SPONS AGENCY Office of Elementary and Secondary Education (ED), Washington, DC. Ethnic Heritage Studies Program. 'PUB DATE Nov 81 GRANT GO00005189 NOTE 293p.; Some p)ges may not reproduce clearly, due to light print typthroughout original document. Best copy available. EDRS PRICE MF.01/PC12 Pl4k Postage. DESCRIPTORS Black HistoryiT Elementary Secondary Education; *Ethnic Studies; *History; Jews; Mexican Americans; Polish Americans; Resource Materials; *Social Studies; State History; United States History IDENTIFIERS Czech Americans; German Americans; Holidays; Texas ABSTRACT Histories of Blacks, Czechs, Germans Jews, Mexicans, and Poles are provided in this resource guide. The his ries are intended as a major background resource to help instructronal staff members of the 45 school systems in Edtication'Service Center, Region II, Corpus Christi, Texas, integrate ethnic heritage studies materials into classroom instruction. The history of each group begins with a brief description of contributions, customs, and factsij A detailed narrative, which often quotes peimary source ritterials, follows. The section on Black history contains a'list of important dates. The sections on Blacks, Czechs, and Jews, in adclition to describing the general histories of these groups, also discuss their histories and experiences in Texas. Also included in the guide are a calendar of ethnic holidays and a bibliography of additional resource materials. (RM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ************************,****i****************************************** go, z 14+, ETHNIC HERITAGE STUDIES U S DEPARTMENTOF EDUCATION OF EDUCATION NATIONAL INSTITUTE INF 71;MA 11()N WI( A TIONAI R011Nt k 1111( WrItilil it,q II Ellprt., II I,tIlerli), lilt1, NIII1,1 i 11,111IP:. rt iot.,,I.,11.,, .1. ill, NIL r 1 Six AMERICAN Historiei Developed by Margaret Woad Project Consul tant Dr. Louis E. Holder Project Dfrector t,Anna Maxwell Graphic Designer Ir als. 1. 1 TYR-IGHT 1981 1:,, EDUCATION SERVICE CENTER, REGION II The contents of this publ cation ere developed under a grant from the Ethnic / Heritage Studies Progra , Departm t of Health, Education, and Welfare. However, those contents do not ecessarily represent the policy of that agency, and you should not assume endor ement by the Federal Government . Grant Number G008005189 ) , Gerald V. Cook Executive Director . 0 . Education Service Center, Region II 209 North Water . Corpus Christi, Texas 78401 (512),883 9288 Ihis publication was prepared in compliancewith a grant from the United States Offic9 of Education under the EthnicHeritage Studies Program, and published by the Education Service Center,Region II, November, 1981. The. opinions expressed do not necessarily reflectthe position or policy of the United States Governmentor the Education Service Center and no official endorsement shoUld be inferred. , illipUCATION SERVICE CENTER # \ .1 I a r Contents \ PrefacL i Introduction \ .......--- Calendar of Ethnic Holidays Blacks 4 r Blacks in Texas 26 Czechs 62 Czcd in Texas 68 0 Germans , 109 Jews 136 w Jews in TaIxas Me icans Po Le - Ethnic Studies Resource Guide V , Preface This publication has been developed tO serve as'a major resource for designing staff development activities for thc instructional staff member.s of the forty-five'school systems in Education Service Center, RegionII who partiLipate in the Ethnic Heritdqc Studiec, Laboratory.-The Laboratory pro- vide,. staft develo'pment to improve instructional -,tdIf members comi3etencies to inteydte ethnic heritdqc studies woicrils into classroom instruction. Laboratory activitie, also irolve f commtur-"ty groups in developing community-bawd activities to promote culturaj awareness and apyreciation for the various ethnic (jroups within the communities of South Texas. We are indebtcd to the members of the project's 4dvisory Council for the,r helpful suggestions and their assistance in identifying resource per- S, sons for personal interviews. We owe a debt of gratitude to the many indi- viduals reRresenting the Mexican, Black, Czech, Polish, German, and Jewish porl.);_lon gtoups who gave their time and assistance in developing the con- tent cor"this publication. -"-4x \We ajeindebted also to members Of the-Education Service Center staff who pr vided the support services ror this project. Special acknowledgement du 1-1c_kmann and Nancy Vitale for their editorial assistance; and to Bobbie Crowe, Ndncy Hill, and Peggy Stiefel for their perseverance in preparrsij the manur,cript for printing. to,J, r I rector Ethnic Heritdgc Studic, Laboratory Introduction The old man took to Michael*immediatel-y. Michael liked his grand- father because he was the 'only adult he knewwho was close to his own size. He thought Moshe looked like the dwarfs in hisbook, but when he said so Dory said, 1"Michael, you Mustnever say that to your grandp. It would hurt his feelings." Moshe tried to talk to Charlestoo, but the younger boy was less gre- garious. He preferred to stay in his room and buildblock skyscrapers. Often in the afternoon, Moshe and Michaelwent fishing together. Moshe had a folding chair and sometimes hetook along a Yiddish newspaper. Today he sat quietly on the end of thedock, his pants rolled to his knees, his feet dangling in the coolwater. Occasionally small fish would swim between his leq,, rippling the water, and Moshewould smile at them. "Are they biting?" Moshe asked Michael. "The bait's no good." Moshe nodded. He looked into the lake again. "Gran,Ipa, why are your feet pw-ple?" Moshe looked at the boy and then at his feet. He felt embarrassed, as though a dark secret had bepn discovered. He pulled his feet from the water and started putting on his socks. "Maybe when I was your age 1 didn't have shoes that fit," he said. "Maybe when I was twelve years old I went to work carrying heavy bags of potatoes,so maybe my feet ain't so beautiful, but so what?" . ,"But why Grandpa? 1Why didn't you have shoes? Didn't your daddy buy you shoes?" Moshe looked at the boy standing at his side. His eyes were so large they seemed to demand an answer. Yet what could he say? How could he tell his grandson about a placeon the other side of the world where people Epoke a language-he couldn't understand? How could he tell Michael about his boyhood on the chte/? What could this small boy on a dock ona lake in Madison, Wisconsin, possibly know aboutpogroms, about his uncle who was killed or his sister whowas raped? What did poverty and prejudice have to do with him? There was nothing Moshe could say. "He was punishing me," Moshe said at last. "Because I was a bad boy. Now,if you don't hurry home right how, 111 tellyour mother you were a bad boy. Then when you're my age.you'll have purple feet too." But Michael just laughed. "You wouldn't tell, Grandpa." MoShe smiled. "You're right," he said. "I wouldn't tell." He took a last look at the fish, picked up his chair and took the boy by thehand. Moshe stooped and unrolled his pants legs. Then he stood erect and breathed deeply. He felt giddy and held Michael's shoulder for support. He had the sudden feeling he was not alone, but that his fatherwas holding his shoulder and his grandfather his' father's, backto the beginning of time. And he was glad he had come to Wisconsin tosee Benjy and meet his grandsons and form the latest link in the endless chain. He looked down and smiled ogain. "It's late," he said. "Let's get home for supper." Ab from Playing_ From Memory by David Milofsky. Reprinted with permission from Simon anrI Schuster. Heritage-separate and binds together. It is common and unique. Heritage instills piide and fulfills the human need to be a part of something _ontinuous. It teaches and directs, provides vision and a sense of balance. While holding a people together, heritage isolates them. The shared wyerien,es set them apa-t from others and create.distinct attitudes and viewpc,rts. Heritage molds self-image with its legacies and examples. It tells us wt'at we were and can guide our aspirations while affording others perspective on our identity. Heritage can be ignored and it can disappear, regardless of how deeply it is embedded. Some would applaud the loss: ethnic pride can be divisive and prejudicial. Self-,steem and dignity can be interpreted as arrogance and superiority The pride of one group is often enhanced by shaming another lu ',pit, of assimilation, the preservation of ethnic identity has endured within most groups. For some, it may be a search for the comfort that triditions can provide, or the vlebration of their survival. The melting pot theory has not been discarded, but some of its ingredients are nrovinq slow to dissolve. The nourishment of ethnic identity may become important only to certain people at particular times. Sociologists recently noted that etrinic among those far remtved ftom the accents and , I* -1. customs of their immigrant forbears: the affluent and educated Americans who can afford the ,2xtravagance of ethnicity. Although ethnic heritage studies would tend to underscore the diff2rences between groups, a comparison of their historiesemphasizes similarities. lif( el:cits universal re9ponses to human needs and culture shapes our experiences, butit mc4he that we are alike in more ways than we are different. The importance of «mimemorating our ethnic heritage isgreat and the uturimj of our indi,,idual loct, should,?ontinou. What we are separately, however, ill hevei surpass what we can be toslether The pride we maintain in ours, cs must be equal to the respect we learn for others.
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