1 10 6 http://omeka.buffalolib.org/files/original/236d95c910e6a466e03f7dd6034c78cd.mp3 97963e74eb4bb037ba86891dc2b49fa4 http://omeka.buffalolib.org/files/original/12821736c024ff4f2b22683616fce44b.pdf 670ea8eece6925b527cbaba305224cfb PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Angelo Otero Interview Location: N/A Interview Date: 7/28/2014 Interview Conducted by: Maritza Vega Length: 19:56 Executive Summary: This interview with Angelo Otero was conducted by Maritza Vega on July 28, 2014. Angelo discusses migration to Western New York, his military service and employment opportunities, and the construction of the Hispanic Veterans Memorial. Angelo is a member of the Hispanic Veterans Memorial Committee and is very passionate about the meaning behind every aspect of it. He provides a detailed explanation of the planning process and how the committee decided on a design. Resumen Ejecutivo: Esta entrevista con Angelo Otero fue conducida por Maritza Vega el 28 de julio del año 2014. Angelo explica su migración a Nueva York del Oeste, su servicio militar y sus oportunidades para el empleo, y la construcción del Monumento para los Veteranos Hispanos. Angelo es un miembro del Comité del Monumento para los Veteranos Hispanos y está muy apasionante sobre el sentido detrás de todo aspecto del monumento. Él provee una explicación detallada del proceso de la planificación y como el Comité decidió en el diseño. Story Clips: 0:07 - Angelo became a radio announcer in the Military Angelo became a radio announcer during his military service. His job was to carry around the radio equipment as they were in battle. Angelo se puso comentarista de la radio durante su servicio militar. Él llevaba el equipaje de radio consigo cuando estaba en batalla. 0:14 - A brief introduction � Angelo introduces himself. Angelo se presenta. 0:59 - Father was a migrant picker in North Collins Angelo's father was a vegetable picker in North Collins. He came to the area as a migrant farmer. El padre de Angelo recogía los vegetales en la granjas de North Collins. Él vino aquí como migrante agrícolo. 1:17 - Became a military police officer Angelo became a military police office after his time as a radio announcer. Angelo se puso un policía militar después de su tiempo como comentarista de radio. 1:25 - Served as a recruiting officer in Buffalo He was a recruitment officer in Buffalo. Él sirvió como oficial de reclutamiento en Búfalo. 1:26 - Younger years living on the Lower Westside Angelo loved living on the Lower Westside when he was a kid. A Angelo, le encantaba vivir al Lower Westside cuando era más joven. 2:02 - Worked at Millard Fillmore Hospital and going to school Angelo worked at Millard Fillmore Hospital while he was going to school. He went to college under the G.I. Bill. Angelo trabajaba al Hospital Millard Fillmore mientras estudiaba en la universidad bajo del G.I. Bill 2:24 - Got a special invitation from the US Government in 1968 �Angelo received a "special invitation" from the U.S. Government to serve in the Vietnam War. Angelo recibió una "invitación especial" del gobierno de los EEUU para servir en la Guerra en Vietnam. 2:28 - I'm a Marine wanna be Angelo secretly wants to be a Marine. He says he respects them so much. Secretamente Angelo quiere ser Marina. Él dice que tiene mucho respeto para ellos. 2:48 - Worked for the US Post Office after retiring from the Army Angelo worked for the U.S. Post Office after retiring from the Military. Angelo trabajaba para el Correo de los Estados Unidos después de su jubilación del ejército. 3:35 - Recruiting for the Army National Guard After returning from his active duty, Angelo became a recruiter for the Army National Guard. He was very proud to take this position. Después de regresar de su servicio militar, Angelo tomó un puesto reclutando para el Army National Guard. 3:54 - Angelo got the call from Casimiro Rodriguez to attend Memorial groundbreaking Angelo received a "special invitation" from the U.S. Government to serve in the Vietnam War. Angelo recibió una llamada de Casimiro Rodríguez para ayudar con la construcción del Monumento de los Veteranos Hispanos. Él se juntó con el comité muy poco después. 4:41 - The committee unites �The Hispanic Veterans Memorial Committee finally unites after searching for community involvement. They went to work right away. El Comité del Monumento de los Veteranos Hispanos se juntaron después de buscar participantes. Ellos empezaron a planificarlo justamente después. 5:32 - Challenges and successes of fundraising Angelo explains the challenges organizations face while they are raising funds for special projects. Angelo explica los desafíos que enfrentan las organizaciones cuando quiere buscar dinero para sus proyectos especiales. 6:52 - Most beautiful monument in Western New York Angelo feels that the Hispanic Veterans Memorial is the most beautiful monument in Western New York. Angelo cree que el Monumento de los Veteranos Hispanos es el monumento más bello en Nueva York del Oeste. 7:26 - Deciding on a monument design Angelo explains how they decided on a design for the monument. They wanted to include representations of various aspects of the Hispanic community in Western New York. Angelo explica cómo decidieron en un diseño para el monumento. Querían incluir unas representaciones de los varios aspectos de los hispanos en Nueva York del Oeste. 9:12 - Finer details of the monument Angelo gives more details about the monument and why they chose to include them. Angelo da más detalles sobre el monumento y explica porque los incluyeron. 10:34 - Tom Cook is a good person �Angelo points out how Tom Cook helped the Hispanic Veterans Memorial Committee with the construction of the monument. According to Angelo, Tom Cook is a good person. Angelo nota cómo Tom Cook los ayudó a construir el monumento. Dice Angelo que Tom Cook es una buena persona. 12:51 - First Hispanics on the Westside Angelo's family was one of the first Puerto Rican families to move to the Lower Westside. The Puerto Rican population first settled on the Eastside but eventually began to move to the Lower Westside. La familia de Angelo era una de las primeras familias puertorriqueñas a mudarse al Lower Westside. Originalmente, los puertorriqueños establecieron sus hogares al Eastside, pero poco a poco se mudaron al Lower Westside. 12:12 - I know little about the Gabriel A. Rodriguez Post but he was my best friend Angelo shares his thoughts about the Gabriel A. Rodriguez Post. Angelo comparte sus pensamientos sobre el Poste de Gabriel A. Rodríguez. 13:29 - It was a good choice to name the Post after Gabriel A. Rodriguez Angelo feels that the Gabriel A. Rodriguez Post 1928 was properly named. Angelo cree que el Poste de Gabriel A. Rodríguez recibió el nombre apropiado. 14:16 - The Borinqueneers are a very important part of the Hispanic family The Borinqueneers were a very important part of Hispanic history. Many Hispanics from Buffalo served in this regiment. Many did not know they served in the same regiment until after they returned from war. �Los Borinqueneers eran una parte muy importante a historia hispana. Muchos sirvieron en el mismo regimiento. Muchos no sabían que servían en el mismo regimiento hasta después de la guerra. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Buffalo, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 19:56 Time Summary A summary of an interview given for different time stamps throughout the interview 0:07 - Angelo became a radio announcer in the Military Angelo became a radio announcer during his military service. His job was to carry around the radio equipment as they were in battle. Angelo se puso comentarista de la radio durante su servicio militar. Él llevaba el equipaje de radio consigo cuando estaba en batalla. 0:14 - A brief introduction Angelo introduces himself. Angelo se presenta. 0:59 - Father was a migrant picker in North Collins Angelo's father was a vegetable picker in North Collins. He came to the area as a migrant farmer. El padre de Angelo recogía los vegetales en la granjas de North Collins. Él vino aquí como migrante agrícolo. 1:17 - Became a military police officer Angelo became a military police office after his time as a radio announcer. Angelo se puso un policía militar después de su tiempo como comentarista de radio. 1:25 - Served as a recruiting officer in Buffalo He was a recruitment officer in Buffalo. Él sirvió como oficial de reclutamiento en Búfalo. 1:26 - Younger years living on the Lower Westside Angelo loved living on the Lower Westside when he was a kid. A Angelo, le encantaba vivir al Lower Westside cuando era más joven. 2:02 - Worked at Millard Fillmore Hospital and going to school Angelo worked at Millard Fillmore Hospital while he was going to school. He went to college under the G.I. Bill. Angelo trabajaba al Hospital Millard Fillmore mientras estudiaba en la universidad bajo del G.I. Bill 2:24 - Got a special invitation from the US Government in 1968 Angelo received a "special invitation" from the U.S. Government to serve in the Vietnam War. Angelo recibió una "invitación especial" del gobierno de los EEUU para servir en la Guerra en Vietnam. 2:28 - I'm a Marine wanna be Angelo secretly wants to be a Marine. He says he respects them so much. Secretamente Angelo quiere ser Marina. Él dice que tiene mucho respeto para ellos. 2:48 - Worked for the US Post Office after retiring from the Army Angelo worked for the U.S. Post Office after retiring from the Military. Angelo trabajaba para el Correo de los Estados Unidos después de su jubilación del ejército. 3:35 - Recruiting for the Army National Guard After returning from his active duty, Angelo became a recruiter for the Army National Guard. He was very proud to take this position. Después de regresar de su servicio militar, Angelo tomó un puesto reclutando para el Army National Guard. 3:54 - Angelo got the call from Casimiro Rodriguez to attend Memorial groundbreaking Angelo received a "special invitation" from the U.S. Government to serve in the Vietnam War. Angelo recibió una llamada de Casimiro Rodríguez para ayudar con la construcción del Monumento de los Veteranos Hispanos. Él se juntó con el comité muy poco después. 4:41 - The committee unites The Hispanic Veterans Memorial Committee finally unites after searching for community involvement. They went to work right away. El Comité del Monumento de los Veteranos Hispanos se juntaron después de buscar participantes. Ellos empezaron a planificarlo justamente después. 5:32 - Challenges and successes of fundraising Angelo explains the challenges organizations face while they are raising funds for special projects. Angelo explica los desafíos que enfrentan las organizaciones cuando quiere buscar dinero para sus proyectos especiales. 6:52 - Most beautiful monument in Western New York Angelo feels that the Hispanic Veterans Memorial is the most beautiful monument in Western New York. Angelo cree que el Monumento de los Veteranos Hispanos es el monumento más bello en Nueva York del Oeste. 7:26 - Deciding on a monument design Angelo explains how they decided on a design for the monument. They wanted to include representations of various aspects of the Hispanic community in Western New York. Angelo explica cómo decidieron en un diseño para el monumento. Querían incluir unas representaciones de los varios aspectos de los hispanos en Nueva York del Oeste. 9:12 - Finer details of the monument Angelo gives more details about the monument and why they chose to include them. Angelo da más detalles sobre el monumento y explica porque los incluyeron. 10:34 - Tom Cook is a good person Angelo points out how Tom Cook helped the Hispanic Veterans Memorial Committee with the construction of the monument. According to Angelo, Tom Cook is a good person. Angelo nota cómo Tom Cook los ayudó a construir el monumento. Dice Angelo que Tom Cook es una buena persona. 12:51 - First Hispanics on the Westside Angelo's family was one of the first Puerto Rican families to move to the Lower Westside. The Puerto Rican population first settled on the Eastside but eventually began to move to the Lower Westside. La familia de Angelo era una de las primeras familias puertorriqueñas a mudarse al Lower Westside. Originalmente, los puertorriqueños establecieron sus hogares al Eastside, pero poco a poco se mudaron al Lower Westside. 12:12 - I know little about the Gabriel A. Rodriguez Post but he was my best friend Angelo shares his thoughts about the Gabriel A. Rodriguez Post. Angelo comparte sus pensamientos sobre el Poste de Gabriel A. Rodríguez. 13:29 - It was a good choice to name the Post after Gabriel A. Rodriguez Angelo feels that the Gabriel A. Rodriguez Post 1928 was properly named. Angelo cree que el Poste de Gabriel A. Rodríguez recibió el nombre apropiado. 14:16 - The Borinqueneers are a very important part of the Hispanic family The Borinqueneers were a very important part of Hispanic history. Many Hispanics from Buffalo served in this regiment. Many did not know they served in the same regiment until after they returned from war. Los Borinqueneers eran una parte muy importante a historia hispana. Muchos sirvieron en el mismo regimiento. Muchos no sabían que servían en el mismo regimiento hasta después de la guerra. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Angelo Otero (Interviewee) Maritza Vega (Interviewer) Title A name given to the resource Angelo Otero Description An account of the resource This interview with Angelo Otero was conducted by Maritza Vega on July 28, 2014. Angelo discusses migration to Western New York, his military service and employment opportunities, and the construction of the Hispanic Veterans Memorial. Angelo is a member of the Hispanic Veterans Memorial Committee and is very passionate about the meaning behind every aspect of it. He provides a detailed explanation of the planning process and how the committee decided on a design. Esta entrevista con Angelo Otero fue conducida por Maritza Vega el 28 de julio del año 2014. Angelo explica su migración a Nueva York del Oeste, su servicio militar y sus oportunidades para el empleo, y la construcción del Monumento para los Veteranos Hispanos. Angelo es un miembro del Comité del Monumento para los Veteranos Hispanos y está muy apasionante sobre el sentido detrás de todo aspecto del monumento. Él provee una explicación detallada del proceso de la planificación y como el Comité decidió en el diseño. Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Date A point or period of time associated with an event in the lifecycle of the resource 2014-07-28 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Relation A related resource Buffalo & Erie County Public Library Digital Collections Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource English Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Borinqueneers http://omeka.buffalolib.org/files/original/860f19fa611c9e0c2be033f5938f6069.mp3 effc1d8b186cb74066b143e86298a583 http://omeka.buffalolib.org/files/original/79490ccf4e792753252e4ae9897a12f9.pdf 759506c88354b583fc385cc1c8a4e452 PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Evelyn Pizarro Interview Location: Interview Date: Interview Conducted by: Maritza Vega Length: 1:10:33 Executive Summary: Evelyn Pizarro was born in Puerto Rico and migrated to Buffalo with her family. Her father originally travelled to Western New York as a migrant worker and eventually decided to stay in the area and establish a home for him and his family. Evelyn remembers growing in Buffalo and travelling with her family to the farm in North Collins. Despite her father’s wishes, Evelyn finished high school and left home so she could attend the University. She met her husband Jose Pizarro while she was studying to become an educator. They both became incredibly active in the Hispanic community and helped establish various community based organizations throughout the community. After graduating, Evelyn became an educator in the Buffalo Public schools and went on to become the first Hispanic and female principal in the Public Schools. She was very dedicated to enriching the lives of Hispanic students and worked very hard to create and maintain the bilingual program that still exists to this day. Evelyn focuses this interview on what she had to do to keep families in the community interested in their children’s educations. Resumen Ejecutivo: Evelyn Pizarro nació en Puerto Rico y migró a Búfalo con su familia. Su padre originalmente viajó a Nueva York del Oeste como trabajador migrante y eventualmente decidió que quería quedarse en la región y llevó a su familia para que pudiera establecer un hogar. Evelyn recuerda de su niñez cómo crecía en Búfalo y viajando con su familia a las granjas de North Collins. A pesar de los deseos de su padre, Evelyn terminó la secundaria y dejó la casa para que pudiera asistir a la universidad. Ella conoció a su esposo José Pizarro mientras estudiaba a ser docente. Ellos se ponían muy activos en la comunidad hispana y ayudaron a establecer varias organizaciones de la comunidad alrededor de la comunidad. �Después de graduarse, Evelyn se volvió a ser docente en las Buffalo Public Schools y logró de ponerse la primera principal hispana en las escuelas públicas. Ella era muy dedicada al enriquecimiento de las vidas escolares de sus estudiantes hispanos y trabajaba fuertemente a crear y mantener un programa bilingüe que todavía existe hoy en día. Evelyn enfoca la entrevista en todo lo que tenía que hacer para mantener el interés educativo en las familias hispanas para que siguieran apoyando a los estudiantes a adelantar. Story Clips: 0:07 - Introduction to Evelyn Pizarro Evelyn introduces herself. Evelyn se presenta. 0:43 - How migrant farming works Evelyn explains the migrant farming process as she understands it between Puerto Rico and the mainland. Evelyn explica cómo el proceso de los migrantes agrícolos funciona como ella lo entiende entre Puerto Rico y el continente. 1:32 - Buffalo was the Mecca of entertainment Buffalo was the Mecca for entertainment. There were so many diverse cultural venues for people to enjoy. Búfalo era la Meca de diversión. La gente asistía a los lugares de cultura diversa en Búfalo. 1:56 - Life on Maryner Street Evelyn reflects on her time living on Maryner Street on the Lower Westside. Evelyn refleja en su tiempo viviendo en la Calle Maryner en el Lower Westside. 2:53 - Father lived on Lower Terrace Evelyn's father lived on Lower Terrace when he first arrived in Buffalo. Her father came as a migrant worker and eventually sent for his family to join him. �El padre de Evelyn vivía en Lower Terrace cuando inicialmente vino a Búfalo. Él vino como migrante agrícolo y luego pidió su familia después de unos años del trabajo. 3:26 - Life on Broadway: girls and dolls Evelyn reflects on her time living on Broadway. Evelyn refleja en su tiempo viviendo en la Calle Broadway. 4:41 - Went to public school but mom wanted a parochial education Evelyn originally went to a public school because her family didn't know there were Catholic schools in Buffalo. Her mother eventually found out about St. Lucy's. Originalmente Evelyn asistió a una escuela pública porque su madre no sabía que existiera escuelas católicas en Búfalo. Eventualmente ella asistió a la Escuela de Santa Lucy. 5:18 - Establishing a home on the LWS Evelyn discusses her experience when her family established a home on the Lower Westside of Buffalo. Evelyn discute su experiencia cuando su familia empezó un hogar en el Lower Westside de Búfalo. 6:31 - Oatmeal and clothing companies on the waterfront The oatmeal and clothing companies were located on the waterfront of Buffalo. Las compañías de harina de avena y de ropa se ubicaron enfrente del agua en Búfalo. 6:49 - Place where women worked like slaves is now a trendy place The women who worked in the factories worked like slaves. Now these buildings are being converted into trendy venues. Las mujeres que trabajaron en las factorías trabajaron como esclavas. Ahora, estos edificios se convierten en lugares de moda. 7:16 - Most Hispanics worked at three locations �Most Hispanics worked at one of three locations in Buffalo. All three companies were located either downtown or in the southern part of Buffalo. La mayoría de los hispanos trabajaron en uno de tres lugares. Todas las compañías se ubicaron en el centro o en la parte del sur de Búfalo. 7:35 - Scotty from Scotty's Clam Bar got dad a job in Sanitation and at Bethlehem Steel Evelyn's father got a job at Bethlehem Steel because of the man who owned Scotty's Clam Bar. Many people were hired at Bethlehem Steel because they knew someone who knew someone within the company. El padre de Evelyn consiguió un puesto a Bethlehem Steel porque él conoció al dueño de Scotty's Clam Bar quien conoció a alguien dentro de la compañía de Bethlehem Steel. 7:57 - If you got a job at Bethlehem Steel, you were set for life Getting a job at Bethlehem Steel provided both job and financial stability during its most successful years. Anyone who could find employment there was very lucky. Al encontrar un puesto a Bethlehem Steel le proporcionó tanto empleo y la estabilidad financiera a la gente. Una persona tenía mucha suerte si conseguía un puesto allí. 8:18 - Hispanic families started buying houses on the LWS Hispanic families started to buy houses on the Lower Westside once they started to feel financially stable. Las familias hispanas empezaron a comprar casas en el Lower Westside cuando empezaron a sentirse la estabilidad financiera. 9:21 - The bus took the entire family to the farms in North Collins Evelyn's entire family would take a bus to North Collins where they worked on the farms. La familia entera de Evelyn tomaba el camión a North Collins donde todo el mundo trabajaba en las granjas. 10:09 - Burnt to a crisp but with community �Evelyn reflects on her childhood when she went with her family to the fields south of Buffalo to pick vegetables. They would wait for a bus to take them to the farm each morning. They then spent the entire day outside and were "burnt to a crisp" from the sun but didn't care because they were with their community. Evelyn refleja en su niñez cuando ella fue con su familia al campo al sur de Búfalo para coger los vegetales. Ellos esperaron el camión que los llevaron a la granja cada mañana. Ellos pasaron todo el día afuera y eran "bien quemados" por el sol pero a ellos no les importaban porque estaban con su comunidad. 11:17 - It takes a village to raise a child Evelyn believes that it takes a village to raise a child and she applies this philosophy to her approach to education. Evelyn cree que toma un pueblo para crecer a un niño. Ella aplicó esta misma filosofía a su manera de educar. 12:44 - Parents were very strict Evelyn's parents were very strict. They kept close watch of her. Los padres de Evelyn eran muy estrictos. Ellos eran muy vigilantes de ella. 14:05 - Not Italian Hispanics were frequently mistaken for Italians. Se confundieron los hispanos con los italianos frequentemente. 16:38 - Everybody went to their neighborhood school When Evelyn was a child, students would go to their neighborhood school. It wasn't like it is now when students could apply to other schools or were bussed to schools in other parts of the city. Cuando Evelyn era una niña, los estudiantes asistieron a las escuelas de la comunidad. No era como es hoy en día. Los estudiantes se pueden solicitar a otras escuelas por todas partes de la ciudad o tomar camiones a otras partes de la ciudad porque hay una apertura en otro sitio. 16:57 - Recruiting Hispanic students to attend UB in the 80s �Evelyn helped recruit students to attend the University at Buffalo in the 1980. Evelyn ayudó reclutar los estudiantes a la Universidad de Búfalo en la década de los 80. 17:55 - Father wouldn't let Evelyn go to college Evelyn's father refused to let her go to college. She didn't think this was right so she left the house, lived on her own and then went to college against her father's desires. El padre de Evelyn no quería que Evelyn asistiera a la universidad. Evelyn no creía que fuera justo entonces ella se fue de la casa, vivía solita y asistía a la universidad contra de los deseos de su padre. 19:29 - Jose and Evelyn started their activism career at UB Jose and Evelyn met at the University at Buffalo. While studying, they became actively involved in a community outreach program. Their activism career began there. José y Evelyn se conocieron a la Universidad de Búfalo. Durante sus estudios ellos se involucraron en un programa basado en la comunidad. Su carrera del activismo empezó allí en la universidad. 20:06 - At UB to get an education Evelyn earned her degrees from the University at Buffalo. Evelyn recibió sus títulos de la Universidad a Búfalo. 21:17 - Saving programs by creating a bilingual program Creating a bilingual program actually saved schools from closing. La creación del programa bilingüe salvó unas escuelas que estaban al riesgo de cerrar. 21:54 - Evelyn as Principal Evelyn describes her time as a principal. Evelyn describe su tiempo como principal. 22:59 - 1,300 pairs of K-Swiss sneakers �Evelyn applied to a program through K-Swiss. Her students won and the school received 1,300 pairs of sneakers as a prize. Evelyn solicitó a un programa por la compañía de K-Swiss. Ellos ganaron y recibieron 1,300 pares de zapatillas como premio. 24:32 - We gave the kids everything they needed to succeed in school Evelyn worked hard to give her students everything they needed to succeed. Evelyn trabajó mucho para darles todo lo que necesitaban a los estudiantes para tener lo más éxito. 25:53 - We would go to the kids' homes to make them come to school Evelyn would go to her students houses to pick them up when they missed school. Evelyn iba a las casas de sus estudiantes cuando perdieron el día de la escuela. 26:26 - Evelyn tricked parents into getting involved with the school Evelyn would find ways to "trick" parents into getting involved with the school. She felt that her students would be successful if their parents were also actively involved in their learning process. Evelyn encontraba maneras de "engañar" a los padres para que participaran en la escuela. Ella creía que sus estudiantes podrían ser exitosos si sus padres estaban una parte de su proceso educativo. 27:17 - Creating ways to get parents involved Evelyn worked hard to get parents involved in their child's education. She was very successful and the parents were very eager to get involved. Evelyn trabajó mucho para ganar el apoyo de los padres en las educaciones de sus hijos. Evelyn tenía mucho éxito y los padres estaban muy animados a involucrarse. 30:17 - Results of asthma study allowed schools 3 and 18 to get air conditioning systems Evelyn used the results of an asthma study on the Lower Westside to get federal money to update their heating/air conditioning system. �Evelyn usó una estudia sobre la asma en el Lower Westside para pedir dinero federal que actualizó el sistema de calefacción y de aire acondicionado. 32:23 - First female Hispanic principal in Buffalo Evelyn was the first Hispanic female principal in Buffalo. She is very proud of this and works very hard. Evelyn era la primera principal hispana en Búfalo. Ella es muy orgullosa de este hecho y trabajaba duramente para mantener este puesto. 33:42 - Both buildings had extensive programs Evelyn describes two Buffalo Public Schools that have bilingual programs and how she and David Caban ran those successfully. Evelyn describe dos Buffalo Public Schools que tenían programas bilingües-uno dirigido por David Caban--y como ellos las condujeron con mucho éxito. 34:11 - Missed children's event because of Principal duties Evelyn frequently missed her own children's events because she was so involved in her role as a principal. Frequentemente Evelyn perdió los eventos de sus propios hijos porque ella estaba tan involucrada en su rol como principal. 35:00 - We need to support one another Evelyn explains why the Hispanic community needs to support one another and not compete like it currently is. Evelyn explica porque la comunidad hispana necesita apoyarse en vez de competir como están haciendo ahora mísma. 35:34 - The Armory gave out rations Evelyn remembers when the Army would hand out rations of food to people who were in need when she was a child. Evelyn se recuerda cuando el ejército le daba las raciones a la gente que necesitaba ayuda cuando ella era niña. 36:30 - The community is proud �Evelyn sees the Hispanic community as proud of its history and accomplishments. Se ve la comunidad hispana como una de orgullo sobre su historia y sus éxitos. 37:07 - The community stuck together, but still competes The Hispanic community supports one another but still competes for the same resources. They are trying to help the same population but are unwilling to work together to do it. La comunidad hispana se apoya pero todavía compete para los mismos recursos aunque están tratando de ayudar a la misma población. Ellos no quieren trabajar juntos. 38:07 - 21 Century After School Evelyn developed an after school program that fit the needs of students in the 21st Century. Evelyn desarrolló un programa para después del día escolar que cabe al estudiante del siglo veintiuno. 38:51 - Community Centers would share ideas Evelyn helped promote community center collaboration. She feels that too many organizations are trying to accomplish the same goals but are unwilling to share ideas to help the same community. Evelyn ayudó a promover la colaboración entre los centros de la comunidad. Ella piensa que hay muchos centros de la comunidad tratan de lograr las mismas metas pero no quieren trabajar juntos para ayudar a la misma población. 40:18 - Education is the key out Evelyn believes that education is the key out of poverty. Evelyn cree que la educación es la clave para sacarse de la pobreza. 41:30 - Other minorities are surpassing Hispanics in graduation rate Other minorities are surpassing Hispanics in graduation rate. This is problematic since the dropout rate for Hispanics is still very high. �Otras minorías están sobrepasando a los hispanos en la tasa de graduación. Este es un problema porque la tasa de deserción escolar está muy elevada. 41:56 - Tutors are abundantly available Evelyn sought tutor for students who were struggling in school. The tutors would come from various local universities. Evelyn buscó tutores para los estudiantes que necesitaban más ayuda en la escuela. Los tutores eran de las universidades locales. 44:08 - Hispanics have difficulty with spelling Evelyn analyzes why Hispanics have a hard time spelling words in English. Evelyn analiza por qué los hispanos tienen dificultad con la ortografía en inglés. 45:02 - Two languages in the house Evelyn grew up in a bilingual household and this felt normal to her and to everyone else in her community. Evelyn se crecía en una casa bilingüe y ese era normal a ella y a todos los demás en su comunidad. 47:06 - Language is not an excuse Language can be a barrier at times but it is not an excuse to not succeed. El lenguaje puede ser una barrera a veces pero no puede ser una excusa para la falta de éxito. 47:27 - Hispanics are going to flock to Buffalo because of bilingual program Evelyn thinks that Hispanics are going to flock to Buffalo because the Buffalo Public Schools were successful at developing a bilingual program. Evelyn cree que los hispanos se van a congregar en Búfalo porque la Buffalo Public Schools desarrollaron un programa bilingüe exitoso. 48:43 - Principals need to know their students' needs Every principal needs to know his/her students very well to be effective. Cada principal tiene que conocer a todos de sus estudiantes para ser exitoso. �53:45 - Background information is important Evelyn shares why it is so important to know your students and where they are coming from. She feels that many principals don't know their students well enough to properly provide resources that best fit their educational needs. Evelyn comparte por qué es tan importante que un principal conozca a sus estudiantes y de dónde vienen. Ella siente que algunos principales no conocen a sus estudiantes bastante para saber bien cuales recursos necesitan según sus necesidades educativas. 55:58 - State Exams were meant to evaluate the curriculum not a student's performance Evelyn discusses how State Exams are ineffective at assessing a student's progress. Evelyn explica como los exámenes estatales son ineficaces porque no miden el progreso de los estudiantes. 59:01 - Reading and Writing in every subject Reading and writing are imperative in every subject in school. La lectura y la escritura son imperativos en todos los sujetos en la escuela. 1:00:30 - How to incorporate reading and writing in special classes Evelyn shares her methods of incorporating reading and writing into specialized classes. She feels it is important to include these two subjects in all courses. Evelyn comparte sus métodos de incorporar la lectura y la escritura en cualquiera clase especial. Ella cree que hay que incorporar estos aspectos de la educación en cualquier lugar posible. 1:02:31 - Campaign to highlight education among Hispanics Evelyn describes how she and Marcy Rondon decided to work together to create a campaign to encourage Hispanics to attend the University. Evelyn describe como ella y Marcy decidieron a trabajar juntas para crear una campaña para animar a los hispanos que asistan a la universidad. �1:03:14 - Students do not want to return to school Students who were not doing well in school didn't want to return to school. Evelyn used this as a way to change the structure of her school so students will want to come to school. Los estudiantes que no hacían bien en la clase no querían venir a la escuela. Evelyn tomó este problema y lo usó para cambiar la estructura de su escuela para que los estudiantes quisieran venir a la escuela. 1:04:30 - How do you learn about the demographics in Buffalo Evelyn explains how she learned about demographics in Buffalo and why it is so important to know your students intimately. Evelyn explica como ella aprendió sobre la demografía de Búfalo y porque es tan importante que conozcan a los estudiantes íntimamente. 1:06:17 - Influx of ethnic groups Evelyn explains what is taking place in Buffalo with the influx of different ethnic groups. Evelyn explica lo que está tomando lugar en Búfalo con la entrada de nuevos grupos étnicos. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Buffalo, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:10:33 Time Summary A summary of an interview given for different time stamps throughout the interview 0:07 - Introduction to Evelyn Pizarro Evelyn introduces herself. Evelyn se presenta. 0:43 - How migrant farming works Evelyn explains the migrant farming process as she understands it between Puerto Rico and the mainland. Evelyn explica cómo el proceso de los migrantes agrícolos funciona como ella lo entiende entre Puerto Rico y el continente. 1:32 - Buffalo was the Mecca of entertainment Buffalo was the Mecca for entertainment. There were so many diverse cultural venues for people to enjoy. Búfalo era la Meca de diversión. La gente asistía a los lugares de cultura diversa en Búfalo. 1:56 - Life on Maryner Street Evelyn reflects on her time living on Maryner Street on the Lower Westside. Evelyn refleja en su tiempo viviendo en la Calle Maryner en el Lower Westside. 2:53 - Father lived on Lower Terrace Evelyn's father lived on Lower Terrace when he first arrived in Buffalo. Her father came as a migrant worker and eventually sent for his family to join him. El padre de Evelyn vivía en Lower Terrace cuando inicialmente vino a Búfalo. Él vino como migrante agrícolo y luego pidió su familia después de unos años del trabajo. 3:26 - Life on Broadway: girls and dolls Evelyn reflects on her time living on Broadway. Evelyn refleja en su tiempo viviendo en la Calle Broadway. 4:41 - Went to public school but mom wanted a parochial education Evelyn originally went to a public school because her family didn't know there were Catholic schools in Buffalo. Her mother eventually found out about St. Lucy's. Originalmente Evelyn asistió a una escuela pública porque su madre no sabía que existiera escuelas católicas en Búfalo. Eventualmente ella asistió a la Escuela de Santa Lucy. 5:18 - Establishing a home on the LWS Evelyn discusses her experience when her family established a home on the Lower Westside of Buffalo. Evelyn discute su experiencia cuando su familia empezó un hogar en el Lower Westside de Búfalo. 6:31 - Oatmeal and clothing companies on the waterfront The oatmeal and clothing companies were located on the waterfront of Buffalo. Las compañías de harina de avena y de ropa se ubicaron enfrente del agua en Búfalo. 6:49 - Place where women worked like slaves is now a trendy place The women who worked in the factories worked like slaves. Now these buildings are being converted into trendy venues. Las mujeres que trabajaron en las factorías trabajaron como esclavas. Ahora, estos edificios se convierten en lugares de moda. 7:16 - Most Hispanics worked at three locations Most Hispanics worked at one of three locations in Buffalo. All three companies were located either downtown or in the southern part of Buffalo. La mayoría de los hispanos trabajaron en uno de tres lugares. Todas las compañías se ubicaron en el centro o en la parte del sur de Búfalo. 7:35 - Scotty from Scotty's Clam Bar got dad a job in Sanitation and at Bethlehem Steel Evelyn's father got a job at Bethlehem Steel because of the man who owned Scotty's Clam Bar. Many people were hired at Bethlehem Steel because they knew someone who knew someone within the company. El padre de Evelyn consiguió un puesto a Bethlehem Steel porque él conoció al dueño de Scotty's Clam Bar quien conoció a alguien dentro de la compañía de Bethlehem Steel. 7:57 - If you got a job at Bethlehem Steel, you were set for life Getting a job at Bethlehem Steel provided both job and financial stability during its most successful years. Anyone who could find employment there was very lucky. Al encontrar un puesto a Bethlehem Steel le proporcionó tanto empleo y la estabilidad financiera a la gente. Una persona tenía mucha suerte si conseguía un puesto allí. 8:18 - Hispanic families started buying houses on the LWS Hispanic families started to buy houses on the Lower Westside once they started to feel financially stable. Las familias hispanas empezaron a comprar casas en el Lower Westside cuando empezaron a sentirse la estabilidad financiera. 9:21 - The bus took the entire family to the farms in North Collins Evelyn's entire family would take a bus to North Collins where they worked on the farms. La familia entera de Evelyn tomaba el camión a North Collins donde todo el mundo trabajaba en las granjas. 10:09 - Burnt to a crisp but with community Evelyn reflects on her childhood when she went with her family to the fields south of Buffalo to pick vegetables. They would wait for a bus to take them to the farm each morning. They then spent the entire day outside and were "burnt to a crisp" from the sun but didn't care because they were with their community. Evelyn refleja en su niñez cuando ella fue con su familia al campo al sur de Búfalo para coger los vegetales. Ellos esperaron el camión que los llevaron a la granja cada mañana. Ellos pasaron todo el día afuera y eran "bien quemados" por el sol pero a ellos no les importaban porque estaban con su comunidad. 11:17 - It takes a village to raise a child Evelyn believes that it takes a village to raise a child and she applies this philosophy to her approach to education. Evelyn cree que toma un pueblo para crecer a un niño. Ella aplicó esta misma filosofía a su manera de educar. 12:44 - Parents were very strict Evelyn's parents were very strict. They kept close watch of her. Los padres de Evelyn eran muy estrictos. Ellos eran muy vigilantes de ella. 14:05 - Not Italian Hispanics were frequently mistaken for Italians. Se confundieron los hispanos con los italianos frequentemente. 16:38 - Everybody went to their neighborhood school When Evelyn was a child, students would go to their neighborhood school. It wasn't like it is now when students could apply to other schools or were bussed to schools in other parts of the city. Cuando Evelyn era una niña, los estudiantes asistieron a las escuelas de la comunidad. No era como es hoy en día. Los estudiantes se pueden solicitar a otras escuelas por todas partes de la ciudad o tomar camiones a otras partes de la ciudad porque hay una apertura en otro sitio. 16:57 - Recruiting Hispanic students to attend UB in the 80s Evelyn helped recruit students to attend the University at Buffalo in the 1980. Evelyn ayudó reclutar los estudiantes a la Universidad de Búfalo en la década de los 80. 17:55 - Father wouldn't let Evelyn go to college Evelyn's father refused to let her go to college. She didn't think this was right so she left the house, lived on her own and then went to college against her father's desires. El padre de Evelyn no quería que Evelyn asistiera a la universidad. Evelyn no creía que fuera justo entonces ella se fue de la casa, vivía solita y asistía a la universidad contra de los deseos de su padre. 19:29 - Jose and Evelyn started their activism career at UB Jose and Evelyn met at the University at Buffalo. While studying, they became actively involved in a community outreach program. Their activism career began there. José y Evelyn se conocieron a la Universidad de Búfalo. Durante sus estudios ellos se involucraron en un programa basado en la comunidad. Su carrera del activismo empezó allí en la universidad. 20:06 - At UB to get an education Evelyn earned her degrees from the University at Buffalo. Evelyn recibió sus títulos de la Universidad a Búfalo. 21:17 - Saving programs by creating a bilingual program Creating a bilingual program actually saved schools from closing. La creación del programa bilingüe salvó unas escuelas que estaban al riesgo de cerrar. 21:54 - Evelyn as Principal Evelyn describes her time as a principal. Evelyn describe su tiempo como principal. 22:59 - 1,300 pairs of K-Swiss sneakers Evelyn applied to a program through K-Swiss. Her students won and the school received 1,300 pairs of sneakers as a prize. Evelyn solicitó a un programa por la compañía de K-Swiss. Ellos ganaron y recibieron 1,300 pares de zapatillas como premio. 24:32 - We gave the kids everything they needed to succeed in school Evelyn worked hard to give her students everything they needed to succeed. Evelyn trabajó mucho para darles todo lo que necesitaban a los estudiantes para tener lo más éxito. 25:53 - We would go to the kids' homes to make them come to school Evelyn would go to her students houses to pick them up when they missed school. Evelyn iba a las casas de sus estudiantes cuando perdieron el día de la escuela. 26:26 - Evelyn tricked parents into getting involved with the school Evelyn would find ways to "trick" parents into getting involved with the school. She felt that her students would be successful if their parents were also actively involved in their learning process. Evelyn encontraba maneras de "engañar" a los padres para que participaran en la escuela. Ella creía que sus estudiantes podrían ser exitosos si sus padres estaban una parte de su proceso educativo. 27:17 - Creating ways to get parents involved Evelyn worked hard to get parents involved in their child's education. She was very successful and the parents were very eager to get involved. Evelyn trabajó mucho para ganar el apoyo de los padres en las educaciones de sus hijos. Evelyn tenía mucho éxito y los padres estaban muy animados a involucrarse. 30:17 - Results of asthma study allowed schools 3 and 18 to get air conditioning systems Evelyn used the results of an asthma study on the Lower Westside to get federal money to update their heating/air conditioning system. Evelyn usó una estudia sobre la asma en el Lower Westside para pedir dinero federal que actualizó el sistema de calefacción y de aire acondicionado. 32:23 - First female Hispanic principal in Buffalo Evelyn was the first Hispanic female principal in Buffalo. She is very proud of this and works very hard. Evelyn era la primera principal hispana en Búfalo. Ella es muy orgullosa de este hecho y trabajaba duramente para mantener este puesto. 33:42 - Both buildings had extensive programs Evelyn describes two Buffalo Public Schools that have bilingual programs and how she and David Caban ran those successfully. Evelyn describe dos Buffalo Public Schools que tenían programas bilingües--uno dirigido por David Caban--y como ellos las condujeron con mucho éxito. 34:11 - Missed children's event because of Principal duties Evelyn frequently missed her own children's events because she was so involved in her role as a principal. Frequentemente Evelyn perdió los eventos de sus propios hijos porque ella estaba tan involucrada en su rol como principal. 35:00 - We need to support one another Evelyn explains why the Hispanic community needs to support one another and not compete like it currently is. Evelyn explica porque la comunidad hispana necesita apoyarse en vez de competir como están haciendo ahora mísma. 35:34 - The Armory gave out rations Evelyn remembers when the Army would hand out rations of food to people who were in need when she was a child. Evelyn se recuerda cuando el ejército le daba las raciones a la gente que necesitaba ayuda cuando ella era niña. 36:30 - The community is proud Evelyn sees the Hispanic community as proud of its history and accomplishments. Se ve la comunidad hispana como una de orgullo sobre su historia y sus éxitos. 37:07 - The community stuck together, but still competes The Hispanic community supports one another but still competes for the same resources. They are trying to help the same population but are unwilling to work together to do it. La comunidad hispana se apoya pero todavía compete para los mismos recursos aunque están tratando de ayudar a la misma población. Ellos no quieren trabajar juntos. 38:07 - 21 Century After School Evelyn developed an after school program that fit the needs of students in the 21st Century. Evelyn desarrolló un programa para después del día escolar que cabe al estudiante del siglo veintiuno. 38:51 - Community Centers would share ideas Evelyn helped promote community center collaboration. She feels that too many organizations are trying to accomplish the same goals but are unwilling to share ideas to help the same community. Evelyn ayudó a promover la colaboración entre los centros de la comunidad. Ella piensa que hay muchos centros de la comunidad tratan de lograr las mismas metas pero no quieren trabajar juntos para ayudar a la misma población. 40:18 - Education is the key out Evelyn believes that education is the key out of poverty. Evelyn cree que la educación es la clave para sacarse de la pobreza. 41:30 - Other minorities are surpassing Hispanics in graduation rate Other minorities are surpassing Hispanics in graduation rate. This is problematic since the dropout rate for Hispanics is still very high. Otras minorías están sobrepasando a los hispanos en la tasa de graduación. Este es un problema porque la tasa de deserción escolar está muy elevada. 41:56 - Tutors are abundantly available Evelyn sought tutor for students who were struggling in school. The tutors would come from various local universities. Evelyn buscó tutores para los estudiantes que necesitaban más ayuda en la escuela. Los tutores eran de las universidades locales. 44:08 - Hispanics have difficulty with spelling Evelyn analyzes why Hispanics have a hard time spelling words in English. Evelyn analiza por qué los hispanos tienen dificultad con la ortografía en inglés. 45:02 - Two languages in the house Evelyn grew up in a bilingual household and this felt normal to her and to everyone else in her community. Evelyn se crecía en una casa bilingüe y ese era normal a ella y a todos los demás en su comunidad. 47:06 - Language is not an excuse Language can be a barrier at times but it is not an excuse to not succeed. El lenguaje puede ser una barrera a veces pero no puede ser una excusa para la falta de éxito. 47:27 - Hispanics are going to flock to Buffalo because of bilingual program Evelyn thinks that Hispanics are going to flock to Buffalo because the Buffalo Public Schools were successful at developing a bilingual program. Evelyn cree que los hispanos se van a congregar en Búfalo porque la Buffalo Public Schools desarrollaron un programa bilingüe exitoso. 48:43 - Principals need to know their students' needs Every principal needs to know his/her students very well to be effective. Cada principal tiene que conocer a todos de sus estudiantes para ser exitoso. 53:45 - Background information is important Evelyn shares why it is so important to know your students and where they are coming from. She feels that many principals don't know their students well enough to properly provide resources that best fit their educational needs. Evelyn comparte por qué es tan importante que un principal conozca a sus estudiantes y de dónde vienen. Ella siente que algunos principales no conocen a sus estudiantes bastante para saber bien cuales recursos necesitan según sus necesidades educativas. 55:58 - State Exams were meant to evaluate the curriculum not a student's performance Evelyn discusses how State Exams are ineffective at assessing a student's progress. Evelyn explica como los exámenes estatales son ineficaces porque no miden el progreso de los estudiantes. 59:01 - Reading and Writing in every subject Reading and writing are imperative in every subject in school. La lectura y la escritura son imperativos en todos los sujetos en la escuela. 1:00:30 - How to incorporate reading and writing in special classes Evelyn shares her methods of incorporating reading and writing into specialized classes. She feels it is important to include these two subjects in all courses. Evelyn comparte sus métodos de incorporar la lectura y la escritura en cualquiera clase especial. Ella cree que hay que incorporar estos aspectos de la educación en cualquier lugar posible. 1:02:31 - Campaign to highlight education among Hispanics Evelyn describes how she and Marcy Rondon decided to work together to create a campaign to encourage Hispanics to attend the University. Evelyn describe como ella y Marcy decidieron a trabajar juntas para crear una campaña para animar a los hispanos que asistan a la universidad. 1:03:14 - Students do not want to return to school Students who were not doing well in school didn't want to return to school. Evelyn used this as a way to change the structure of her school so students will want to come to school. Los estudiantes que no hacían bien en la clase no querían venir a la escuela. Evelyn tomó este problema y lo usó para cambiar la estructura de su escuela para que los estudiantes quisieran venir a la escuela. 1:04:30 - How do you learn about the demographics in Buffalo Evelyn explains how she learned about demographics in Buffalo and why it is so important to know your students intimately. Evelyn explica como ella aprendió sobre la demografía de Búfalo y porque es tan importante que conozcan a los estudiantes íntimamente. 1:06:17 - Influx of ethnic groups Evelyn explains what is taking place in Buffalo with the influx of different ethnic groups. Evelyn explica lo que está tomando lugar en Búfalo con la entrada de nuevos grupos étnicos. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Evelyn Pizarro Creator An entity primarily responsible for making the resource Evelyn Pizarro (Interviewee) Maritza Vega (Interviewer) Description An account of the resource Evelyn Pizarro was born in Puerto Rico and migrated to Buffalo with her family. Her father originally travelled to Western New York as a migrant worker and eventually decided to stay in the area and establish a home for him and his family. Evelyn remembers growing in Buffalo and travelling with her family to the farm in North Collins. Despite her father’s wishes, Evelyn finished high school and left home so she could attend the University. She met her husband Jose Pizarro while she was studying to become an educator. They both became incredibly active in the Hispanic community and helped establish various community based organizations throughout the community. After graduating, Evelyn became an educator in the Buffalo Public schools and went on to become the first Hispanic and female principal in the Public Schools. She was very dedicated to enriching the lives of Hispanic students and worked very hard to create and maintain the bilingual program that still exists to this day. Evelyn focuses this interview on what she had to do to keep families in the community interested in their children’s educations. Evelyn Pizarro nació en Puerto Rico y migró a Búfalo con su familia. Su padre originalmente viajó a Nueva York del Oeste como trabajador migrante y eventualmente decidió que quería quedarse en la región y llevó a su familia para que pudiera establecer un hogar. Evelyn recuerda de su niñez cómo crecía en Búfalo y viajando con su familia a las granjas de North Collins. A pesar de los deseos de su padre, Evelyn terminó la secundaria y dejó la casa para que pudiera asistir a la universidad. Ella conoció a su esposo José Pizarro mientras estudiaba a ser docente. Ellos se ponían muy activos en la comunidad hispana y ayudaron a establecer varias organizaciones de la comunidad alrededor de la comunidad. Después de graduarse, Evelyn se volvió a ser docente en las Buffalo Public Schools y logró de ponerse la primera principal hispana en las escuelas públicas. Ella era muy dedicada al enriquecimiento de las vidas escolares de sus estudiantes hispanos y trabajaba fuertemente a crear y mantener un programa bilingüe que todavía existe hoy en día. Evelyn enfoca la entrevista en todo lo que tenía que hacer para mantener el interés educativo en las familias hispanas para que siguieran apoyando a los estudiantes a adelantar. Date A point or period of time associated with an event in the lifecycle of the resource 2014-07-22 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource English Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Relation A related resource Buffalo & Erie County Public Library Digital Collections Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Education http://omeka.buffalolib.org/files/original/4211103816f8af229c6d4a53bb28852a.mp3 d3c5d171e8416d4a2164136af0ff4af4 http://omeka.buffalolib.org/files/original/edcf12232bfdf48e3d5f1bc54b4603c0.pdf 0605d8bc0e3b0724a2607989b7b7e89a PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Alicia Portugues Interview Location: Buffalo, NY Interview Date: Interview Conducted by: Maritza Vega Length: 10:15 Executive Summary: This interview with Alicia Portugues was conducted by Maritza Vega in Buffalo, NY. Alicia Portugues migrated to Buffalo with her family. Alicia focuses her interview on where she grew up in Buffalo and her time with at the Mexican Club. Resumen Ejecutivo: Esta entrevista con Alicia Portugues fue conducida por Maritza Vega en Búfalo, NY. Alicia Portugues emigró a Búfalo con su familia. Alicia enfoca su entrevista en donde ella se crecía en Búfalo y su tiempo en el Club Mexicano. Story Clips: 0:12 - Alicia Portugues Introduces Herself Alicia introduces herself. Alicia se nos presenta. 1:02 - How Alicia Portugues Came to Buffalo Alicia tells us how she came to Buffalo. Alicia nos cuenta cómo vino a Búfalo. 1:48 - An Introduction to the Mexican Club Alicia talks about going to the Mexican Club with her family and what they would do there. Alicia habla de su tiempo al Club Mexicano con su familia y lo que hicieron cuando estaban allí. � 2:44 - Alicia Portugues's Work Experience Alicia talks about her work experience at Open House Commissary. Alicia habla de su experiencia cuando trabajó en Open House Commissary. 3:25 - Alicia Portugues's First Apartment in Buffalo Alicia tells us how her brother found her an apartment. Alicia nos cuenta cómo su hermano la encontró un apartamento. 4:12 - Endwell & Company there. Alicia talks about another job she had and how she was paid very well Alicia habla de otro trabajo que tuvo y que ganó mucho dinero. 4:38 - Living Across from the Pucho Olivencia Center Alicia remembers moving to Genesee Street and living across the street from the Pucho Olivencia Center. She tells us about the community there. Alicia acuerda su mudanza a Genesee Street y que vivió enfrente del Pucho Olivencia Center. Ella nos cuenta un poco sobre la comunidad allí. 5:34 - Moving to Oak Street Alicia moved again, this time to Oak Street, and tells about the neighborhood there. She also mentions that this residence is now the Community Mission. Alicia se mudó otra vez, pero esta vez a Oak Street, y nos cuenta sobre el vecindario allí. También menciona que ahora esta residencia es el Community Mission. � 6:15 - Details about the Mexican Club Alicia remembers a time when she sang at the Mexican Club. Alicia acuerda una vez cuando cantó en el Centro Social Mexicano 8:56 - Feeling Lost in Buffalo Today Alicia says that she feels lost in Buffalo today because everything has changed since she first came here. She also says that she moved back to New York City for a short time. Alicia dice que ahora está perdida en Búfalo porque todo ha cambiado desde cuando se mudó aquí. También dice que por un rato, volvió a Nueva York. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Buffalo, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 10:15 Time Summary A summary of an interview given for different time stamps throughout the interview 0:12 - Alicia Portugues Introduces Herself Alicia introduces herself. Alicia se nos presenta. 1:02 - How Alicia Portugues Came to Buffalo Alicia tells us how she came to Buffalo. Alicia nos cuenta cómo vino a Búfalo. 1:48 - An Introduction to the Mexican Club Alicia talks about going to the Mexican Club with her family and what they would do there. Alicia habla de su tiempo al Club Mexicano con su familia y lo que hicieron cuando estaban allí. 2:44 - Alicia Portugues's Work Experience Alicia talks about her work experience at Open House Commissary. Alicia habla de su experiencia cuando trabajó en Open House Commissary. 3:25 - Alicia Portugues's First Apartment in Buffalo Alicia tells us how her brother found her an apartment. Alicia nos cuenta cómo su hermano la encontró un apartamento. 4:12 - Endwell & Company Alicia talks about another job she had and how she was paid very well there. Alicia habla de otro trabajo que tuvo y que ganó mucho dinero. 4:38 - Living Across from the Pucho Olivencia Center Alicia remembers moving to Genesee Street and living across the street from the Pucho Olivencia Center. She tells us about the community there. Alicia acuerda su mudanza a Genesee Street y que vivió enfrente del Pucho Olivencia Center. Ella nos cuenta un poco sobre la comunidad allí. 5:34 - Moving to Oak Street Alicia moved again, this time to Oak Street, and tells about the neighborhood there. She also mentions that this residence is now the Community Mission. Alicia se mudó otra vez, pero esta vez a Oak Street, y nos cuenta sobre el vecindario allí. También menciona que ahora esta residencia es el Community Mission. 6:15 - Details about the Mexican Club Alicia remembers a time when she sang at the Mexican Club. Alicia acuerda una vez cuando cantó en el Centro Social Mexicano 8:56 - Feeling Lost in Buffalo Today Alicia says that she feels lost in Buffalo today because everything has changed since she first came here. She also says that she moved back to New York City for a short time. Alicia dice que ahora está perdida en Búfalo porque todo ha cambiado desde cuando se mudó aquí. También dice que por un rato, volvió a Nueva York. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Alicia Portugues Creator An entity primarily responsible for making the resource Alicia Portugues (Interviewee) Maritza Vega (Interviewer) Description An account of the resource This interview with Alicia Portugues was conducted by Maritza Vega in Buffalo, NY. Alicia Portugues migrated to Buffalo with her family. Alicia focuses her interview on where she grew up in Buffalo and her time with at the Mexican Club. Esta entrevista con Alicia Portugues fue conducida por Maritza Vega en Búfalo, NY. Alicia Portugues emigró a Búfalo con su familia. Alicia enfoca su entrevista en donde ella se crecía en Búfalo y su tiempo en el Club Mexicano. Date A point or period of time associated with an event in the lifecycle of the resource 2014-08-04 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource English/Spanish Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Relation A related resource Buffalo & Erie County Public Library Digital Collections Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Family Migration http://omeka.buffalolib.org/files/original/566557a44e3750809bf28b98b9f0e0dd.mp3 d6393391302ad3a8d677727b87d03bfa http://omeka.buffalolib.org/files/original/939f6a7c311024556f21f355748c945e.pdf 3a9a942ccd2c3bc4764092ba15df9e5d PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Noemi Velazquez Interview Location: Buffalo, NY Interview Date: 7/23/2014 Interview Conducted by: Maritza Vega Length: 30:59 Executive Summary: This interview with Noemi Velazquez took place on July 23, 2014 in Buffalo, NY and was conducted by Maritza Vega. Noemi was born in Puerto Rico and migrated with her family to Western New York. Noemi explains why so many Puerto Ricans migrated to the region as a result of Operation Bootstrap. She described the conditions in which they traveled and how they began to establish their own community. Like most Puerto Rican children, Noemi began her formal education at St. Lucy’s Elementary School until her parents learned about the public schools. As a child, Noemi was actively involved in a youth civic organization which influenced her future working with the community. Noemi’s grandfather started the largest Pentecostal Church and a Cooperativa in Buffalo. Her family was very involved in the Pentecostal Church. The Cooperativa was also a huge part of their life and was based on community memberships. Noemi describes the history of different leaders in the community and their role in ameliorating the lives of Hispanics. Noemi also describes people outside of the Hispanic community who helped her community grow. Resumen Ejecutivo: Esta entrevista con Noemi Velázquez tomó lugar el 23 de julio de 2014 en Buffalo, NY y fue conducida por Maritza Vega. Noemi nació en Puerto Rico y migró con su familia a Nueva York del Oeste. Noemi explica por qué tantos puertorriqueños emigraron a la región como resultado de la Operación Obras de la Mano. Ella describe las condiciones en que ellos viajaron y como ellos empezaron a establecer su propia comunidad. Como tantos niños puertorriqueños, Noemi empezó su educación formal en la Escuela Primaria de Santa Lucía hasta cuando sus padres aprendieron sobre las escuelas públicas. Como niña, Noemi fue involucrada activamente en una organización cívica juvenil la cual influyó su futuro trabajando en la comunidad. �El abuelo de Noemi fundó la iglesia pentecostal más grande y una cooperativa en Búfalo. Su familia era muy involucrada en la iglesia pentecostal. La cooperativa era una parte grandísima también de su vida y fue basada en la afiliación de la comunidad. Noemi describe la historia de algunos de los líderes y lo que hicieron para mejorar las vidas de la comunidad hispana. Noemi también describe la gente afuera de la comunidad hispana que ayudó crecer a la población hispana. Story Clips: 0:08 (second file) - The elders made sure that future generations didn't forget their culture Older members of the community wanted to make sure that their kin don't forget their culture. They highly emphasized culture and language retention. Los miembros más viejos de la comunidad no querían que sus hijos se pierdaran su cultura. Ellos subrayaron la retención de la cultura y la lengua como manera de no olvidarse la cultura. 1:07 (second file) - The largest Pentecostal Church in Buffalo Noemi's grandfather opened the largest Latino Pentecostal church in Buffalo. El abuelo de Noemi abrió la iglesia pentecostal más grande de Búfalo. 1:08 - Brief introduction Noemi introduces herself. Noemi se presenta. 1:26 - First Puerto Ricans lived on the Eastside The first wave of Puerto Ricans settled on the Eastside of Buffalo. They settled in a predominantly Italian American neighborhood. La primera ola de puertorriqueños establecieron su comunidad al Eastside. Establecieron sus hogares en un vecindario que era predominantemente americano italiano. 1:43 (second file) - Noemi's grandfather opened a Cooperativa within the church �Noemi's grandfather opened a Cooperativa within their church. Her grandfather was the head of the first Hispanic Protestant church in Buffalo. They developed the Cooperativa to help bring financial resources to the community. Members were able to use the money they earned from the Cooperativa to purchase homes. El abuelo de Noemi abrió una cooperativa dentro de su iglesia. Su abuelo abrió la primera iglesia hispana pentecostal en la Ciudad de Búfalo. Decidieron de establecerla para ayudar y dar recursos financieros a la comunidad. Los miembros podían comprar casas con el dinero que ganaron de la cooperativa. 2:07 - All Puerto Ricans went to St. Lucy's until they discovered Public Schools All Puerto Ricans went to St. Lucy's Elementary School until they discovered the Buffalo Public Schools. Most migrants felt comfortable sending their children to Catholic schools but realized that the public schools were making changes to accommodate their needs. Todos los puertorriqueños asistieron a la Escuela Primaria de St. Lucy hasta cuando descubrieron las escuelas públicas. Inicialmente, los padres querían mandar a sus hijos a las escuelas católicas pero poco a poco descubrieron que las escuelas públicas estaban cambiando para hacer frente las necesidades de los estudiantes hispanos. 2:36 (second file) - Membership in the Cooperativa allowed some members to put down payments on their homes Members of the Cooperativa were able to purchase houses because of the money they earned from their membership. Los miembros de la cooperativa podían comprar casas por el dinero que ganaron de su afiliación. 2:59 - Marcos Lopez greeted all new comers Marcos Lopez greeted all new migrants. He recognized how difficult it was for him when he first came to Buffalo and felt it was his responsibility to help those who are just arriving. Marcoz Lopez conoció a los nuevos migrantes cuando llegaron a Búfalo. Él reconoció cuánto difícil era para él y su familia cuando �vinieron a la región. Él sintió que era su responsabilidad de ayudar a la nueva población. 3:16 - Housing for and owned by Puerto Ricans Marcos Lopez came to Buffalo in the 40s. Carmen Gorzi owned apartments on South Division Street. She and Marcos Lopez met with new migrants when they arrived and then helped them find affordable housing. Marcos López vino a Búfalo en la década de los 40. Carmen Gorzi era dueña de unos apartamentos en la Calle South Division. Ella y Marcos López conocieron a los nuevos migrantes y los ayudaron a encontrar lugares de vivienda. 3:23 (second file) - The church attracted the largest latino Pentecostal conference The church Noemi's grandfather started held the largest Latino Pentecostal conference in the United States. La iglesia que el abuelo de Noemi dirige llevó la conferencia latina pentecostal más grande de los EEUU. 4:16 - Parents brought a vision of success and progress Migrant parents brought the idea of success and progress with them when they migrated to Buffalo. The instilled these values into their children and encouraged them to seek educational opportunities and to support their community. Los padres migrantes trajeron sus valores de éxito y progreso con ellos cuando emigraron a Búfalo. Ellos inculcaron a sus hijos que buscaron oportunidades educativas y apoyaron a su comunidad. 4:24 - Farmers took seatless planes to Puerto Rico to get laborers Puerto Rican farmers traveled from the island to Buffalo in seatless planes. This was all part of a government funded initiative--Operation Bootstrap. Many Puerto Rican migrant workers who came to Western New York in the 40s and 50s were motivated by incentive programs through Operation Bootstrap. �Los granjeros migrantes puertorriqueños viajaron a Búfalo en aviones sin asientos. Este era parte de un iniciativo gubernamental -Operación Manos a la Obra. Muchos trabajadores migrantes puertorriqueños quienes vinieron a Nueva York del Oeste en las décadas 40 y 50 estaban motivados por los incentivos de la Operación Manos a la Obra. 4:56 (second file) - Not every latina needs to be a secretary Noemi advocates for educating young females. She doesn't think that all Latinas need to be secretaries. Prior to opening up more expansive educational programs, Hispanic women were most commonly employed as secretaries. Noemi alcanza su apoyo con la educación de las latinas. Ella no cree que todas las latinas tengan que ser secretarías. Antes de la apertura de los programas educativos más expansivos, la mayoría de las mujeres hispanas eran empleadas como secretarías. 5:29 - Eventually the men got smart Migrant workers living on the farms to the north and south of Buffalo eventually realized that they could go to the City of Buffalo and find better paying jobs. Los trabajadores migrantes viviendo en las granjas al norte y al sur de la Ciudad de Búfalo eventualmente se dieron cuenta que podían encontrar mejores puestos en Búfalo. 5:56 - Changes in higher education allowed minorities to go to the universities Changes in higher education allowed more minority students to attend college. The educated Hispanic began to grow and many of these people went to the University at Buffalo. Los cambios en la universidad les permitieron a los hispanos que entregaran en la universidad. Muchos de la comunidad asistieron a la Universidad a Búfalo. La población de hispanos educados crecieron muchísimo durante esa época. 6:10 - Buffalo was an industrial city �Noemi explains what Buffalo was like when she was younger. She described it as an industrial city. Noemi explica lo que se veía Búfalo cuando era niña. Ella la describe como una ciudad industrial. 6:18 - We have two homes in our hearts Most Hispanic families in Buffalo strongly maintain their own culture and embrace the American culture at the same time. Noemi feels that she has two homes for this very reason, Buffalo and the one she left in Puerto Rico. La mayoría de las familias hispanas en Búfalo mantiene fuertemente su cultura nativa y al mismo tiempo abraza la cultura estadounidense. Por esa razón, Noemi cree que tiene dos hogares, el de Búfalo y el que dejó en Puerto Rico. 6:53 - Noemi was a part of multiple organizations Noemi eventually became a part of many community based organizations. Eventualmente Noemi se involucró en muchas organizaciones basadas en la comunidad. 7:12 - The extended family grew The term family applied to people outside of the nuclear family. Members of the community frequently became a part of your family. El término "familia" aplicó a la gente afuera de la familia nuclear. Frecuentemente los miembros de la comunidad se pusieron una parte de su familia. 7:30 - Everybody became your family Buffalo is the City of Good Neighbors. Noemi explains that everybody in Buffalo became your family as she was growing up. Búfalo es la ciudad de buenos vecinos. Noemi explica que todo el mundo se puso familia cuando ella se crecía. 7:38 (second file) - PODER was started by Alberto Cappas from New York City �Alberto Cappas started the university organization called PODER. This organization still exists today. It was a community action organization at the University at Buffalo. Alberto Cappas empezó la organización universitaria PODER. Esta organización todavía existe hoy en día. Es una organización de acción cívica en la comunidad. 7:50 - No bilingual program Noemi went to an English only school. Bilingual programs did not exist in schools when she was growing up. Noemi asistía a una escuela solo anglosajona. No había programas bilingües en las escuelas cuando era estudiante. 8:42 - Memories of organizing boycotts during the Civil Rights Movement Noemi shares some memories of protesting during the Civil Rights Movement. Noemi comparte unas de sus memorias de las protestas durante el movimiento de los derechos civiles. 9:20 - The youth focused on Civic Action, Adults focused on politics When Noemi was younger, she and her friends participated in their own civic action organization. They learned at a very young age the meaning of solidarity. Cuando Noemi era más joven, ella y sus amigos participaron en su propia organización de acción cívica. Ellos aprendieron el sentido de la palabra solidaridad a una edad bastante joven. 10:17 - Pucho Olivencia understood politics but used them to bring something back to the community Pucho Olivencia understood politics. Many other community members wanted to stay away from them but Pucho used his knowledge to elevate the Hispanic community. �Pucho Olivencia entendió las políticas. Muchos en la comunidad no querían entrar en ellas pero Pucho las usó para levantar la población hispana. 11:37 - We should have more elected officials Noemi believes that there should be more elected Hispanic officials. She shares her thoughts on recent and past elections and who represents the Hispanic community. Noemi cree que debe ser más oficiales elegidos hispanos en los políticos. Ella comparte sus pensamientos sobre las elecciones recientes y pasadas y quien representa la comunidad hispana. 12:58 - We didn't have Bustelo but we had Medaglia d'Oro Puerto Ricans didn't have access to traditional ethnic products at first but eventually local supermarkets started to sell Hispanic foods. They were never without what they needed but greatly appreciated it when they could purchase traditional foods. Los puertorriqueños no tenían acceso a los productos tradicionalmente hispanos pero eventualmente los supermercados empezaron a ofrecer los productos hispanos. Nunca les faltaron lo que necesitaron pero agradecieron muchísimo cuando estos productos empezaron a aparecer en los supermercados. 13:37 - The supermarkets started to provide Hispanic products and new stores popped up Once the Hispanic population became substantial, local supermarkets began to sell Hispanic products. Cuando las población hispana se puso substancial, los supermercados locales empezaron a vender productos hispanos. 15:11 - Restaurants were for single migrant workers Single migrant workers went to restaurants to purchase food since they didn't have a spouse to cook for them. Los trabajadores migrantes fueron a los restaurantes para comer porque no tenían alguien en casa para preparar la comida. �16:28 - You knew you were in a Puerto Rican home because you could smell the food Everyone knew they were in a Puerto Rican house by the smells that came from the kitchen. Puerto Rican families prepared traditional foods on a daily basis and their smells lingered in and around the houses. Todo el mundo sabía que estaba en una casa puertorriqueña por los olores que salían de las casas. Las familias puertorriqueñas preparaban la comida tradicional todos los días y los olores se quedaban dentro y alrededor de las casas. 17:22 - Applause for the Hispanic Veterans Memorial Noemi shares her congratulations for the Hispanic Veterans Memorial. She feels that it is an amazing achievement for the community. Noemi comparte sus felicidades para el Monumento de los Veteranos Hispanos. Ella cree que es un gran éxito para la comunidad. 18:30 - Gratitude for Alicia Pagan's legacy Noemi shares her gratitude for Alicia Pagan's legacy in Buffalo. Noemi comparte su gratitud para el legado de Alicia Pagan en Búfalo. 19:18 - Gratitude for the women who taught the arts to young girls Noemi shares her gratitude for the women who taught art classes to the young girls. She felt that this program was very inspirational to give these young girls this opportunity. Noemi comparte su gratitud para las mujeres que dieron clases de arte a las jóvenes. Ella cree que era muy inspiracional que las jóvenes tuvieron esa oportunidad. 21:07 - Lombardo has always been kind to Puerto Ricans Lombardo Funeral Home has always been very kind to Puerto Ricans. The Funeral Home would help families out who didn't have the financial resources to pay for a funeral. �La Funeraria Lombardo ha siempre sido muy amigable a los puertorriqueños. La funeraria los ayudarían a los que no podían pagar los gastos del funeral. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Buffalo, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 30:59 Time Summary A summary of an interview given for different time stamps throughout the interview 0:08 (second file) - The elders made sure that future generations didn't forget their culture Older members of the community wanted to make sure that their kin don't forget their culture. They highly emphasized culture and language retention. Los miembros más viejos de la comunidad no querían que sus hijos se pierdaran su cultura. Ellos subrayaron la retención de la cultura y la lengua como manera de no olvidarse la cultura. 1:07 (second file) - The largest Pentecostal Church in Buffalo Noemi's grandfather opened the largest Latino Pentecostal church in Buffalo. El abuelo de Noemi abrió la iglesia pentecostal más grande de Búfalo. 1:08 - Brief introduction Noemi introduces herself. Noemi se presenta. 1:26 - First Puerto Ricans lived on the Eastside The first wave of Puerto Ricans settled on the Eastside of Buffalo. They settled in a predominantly Italian American neighborhood. La primera ola de puertorriqueños establecieron su comunidad al Eastside. Establecieron sus hogares en un vecindario que era predominantemente americano italiano. 1:43 (second file) - Noemi's grandfather opened a Cooperativa within the church Noemi's grandfather opened a Cooperativa within their church. Her grandfather was the head of the first Hispanic Protestant church in Buffalo. They developed the Cooperativa to help bring financial resources to the community. Members were able to use the money they earned from the Cooperativa to purchase homes. El abuelo de Noemi abrió una cooperativa dentro de su iglesia. Su abuelo abrió la primera iglesia hispana pentecostal en la Ciudad de Búfalo. Decidieron de establecerla para ayudar y dar recursos financieros a la comunidad. Los miembros podían comprar casas con el dinero que ganaron de la cooperativa. 2:07 - All Puerto Ricans went to St. Lucy's until they discovered Public Schools All Puerto Ricans went to St. Lucy's Elementary School until they discovered the Buffalo Public Schools. Most migrants felt comfortable sending their children to Catholic schools but realized that the public schools were making changes to accommodate their needs. Todos los puertorriqueños asistieron a la Escuela Primaria de St. Lucy hasta cuando descubrieron las escuelas públicas. Inicialmente, los padres querían mandar a sus hijos a las escuelas católicas pero poco a poco descubrieron que las escuelas públicas estaban cambiando para hacer frente las necesidades de los estudiantes hispanos. 2:36 (second file) - Membership in the Cooperativa allowed some members to put down payments on their homes Members of the Cooperativa were able to purchase houses because of the money they earned from their membership. Los miembros de la cooperativa podían comprar casas por el dinero que ganaron de su afiliación. 2:59 - Marcos Lopez greeted all new comers Marcos Lopez greeted all new migrants. He recognized how difficult it was for him when he first came to Buffalo and felt it was his responsibility to help those who are just arriving. Marcoz Lopez conoció a los nuevos migrantes cuando llegaron a Búfalo. Él reconoció cuánto difícil era para él y su familia cuando vinieron a la región. Él sintió que era su responsabilidad de ayudar a la nueva población. 3:16 - Housing for and owned by Puerto Ricans Marcos Lopez came to Buffalo in the 40s. Carmen Gorzi owned apartments on South Division Street. She and Marcos Lopez met with new migrants when they arrived and then helped them find affordable housing. Marcos López vino a Búfalo en la década de los 40. Carmen Gorzi era dueña de unos apartamentos en la Calle South Division. Ella y Marcos López conocieron a los nuevos migrantes y los ayudaron a encontrar lugares de vivienda. 3:23 (second file) - The church attracted the largest latino Pentecostal conference The church Noemi's grandfather started held the largest Latino Pentecostal conference in the United States. La iglesia que el abuelo de Noemi dirige llevó la conferencia latina pentecostal más grande de los EEUU. 4:16 - Parents brought a vision of success and progress Migrant parents brought the idea of success and progress with them when they migrated to Buffalo. The instilled these values into their children and encouraged them to seek educational opportunities and to support their community. Los padres migrantes trajeron sus valores de éxito y progreso con ellos cuando emigraron a Búfalo. Ellos inculcaron a sus hijos que buscaron oportunidades educativas y apoyaron a su comunidad. 4:24 - Farmers took seatless planes to Puerto Rico to get laborers Puerto Rican farmers traveled from the island to Buffalo in seatless planes. This was all part of a government funded initiative--Operation Bootstrap. Many Puerto Rican migrant workers who came to Western New York in the 40s and 50s were motivated by incentive programs through Operation Bootstrap. Los granjeros migrantes puertorriqueños viajaron a Búfalo en aviones sin asientos. Este era parte de un iniciativo gubernamental --Operación Manos a la Obra. Muchos trabajadores migrantes puertorriqueños quienes vinieron a Nueva York del Oeste en las décadas 40 y 50 estaban motivados por los incentivos de la Operación Manos a la Obra. 4:56 (second file) - Not every latina needs to be a secretary Noemi advocates for educating young females. She doesn't think that all Latinas need to be secretaries. Prior to opening up more expansive educational programs, Hispanic women were most commonly employed as secretaries. Noemi alcanza su apoyo con la educación de las latinas. Ella no cree que todas las latinas tengan que ser secretarías. Antes de la apertura de los programas educativos más expansivos, la mayoría de las mujeres hispanas eran empleadas como secretarías. 5:29 - Eventually the men got smart Migrant workers living on the farms to the north and south of Buffalo eventually realized that they could go to the City of Buffalo and find better paying jobs. Los trabajadores migrantes viviendo en las granjas al norte y al sur de la Ciudad de Búfalo eventualmente se dieron cuenta que podían encontrar mejores puestos en Búfalo. 5:56 - Changes in higher education allowed minorities to go to the universities Changes in higher education allowed more minority students to attend college. The educated Hispanic began to grow and many of these people went to the University at Buffalo. Los cambios en la universidad les permitieron a los hispanos que entregaran en la universidad. Muchos de la comunidad asistieron a la Universidad a Búfalo. La población de hispanos educados crecieron muchísimo durante esa época. 6:10 - Buffalo was an industrial city Noemi explains what Buffalo was like when she was younger. She described it as an industrial city. Noemi explica lo que se veía Búfalo cuando era niña. Ella la describe como una ciudad industrial. 6:18 - We have two homes in our hearts Most Hispanic families in Buffalo strongly maintain their own culture and embrace the American culture at the same time. Noemi feels that she has two homes for this very reason, Buffalo and the one she left in Puerto Rico. La mayoría de las familias hispanas en Búfalo mantiene fuertemente su cultura nativa y al mismo tiempo abraza la cultura estadounidense. Por esa razón, Noemi cree que tiene dos hogares, el de Búfalo y el que dejó en Puerto Rico. 6:53 - Noemi was a part of multiple organizations Noemi eventually became a part of many community based organizations. Eventualmente Noemi se involucró en muchas organizaciones basadas en la comunidad. 7:12 - The extended family grew The term family applied to people outside of the nuclear family. Members of the community frequently became a part of your family. El término "familia" aplicó a la gente afuera de la familia nuclear. Frecuentemente los miembros de la comunidad se pusieron una parte de su familia. 7:30 - Everybody became your family Buffalo is the City of Good Neighbors. Noemi explains that everybody in Buffalo became your family as she was growing up. Búfalo es la ciudad de buenos vecinos. Noemi explica que todo el mundo se puso familia cuando ella se crecía. 7:38 (second file) - PODER was started by Alberto Cappas from New York City Alberto Cappas started the university organization called PODER. This organization still exists today. It was a community action organization at the University at Buffalo. Alberto Cappas empezó la organización universitaria PODER. Esta organización todavía existe hoy en día. Es una organización de acción cívica en la comunidad. 7:50 - No bilingual program Noemi went to an English only school. Bilingual programs did not exist in schools when she was growing up. Noemi asistía a una escuela solo anglosajona. No había programas bilingües en las escuelas cuando era estudiante. 8:42 - Memories of organizing boycotts during the Civil Rights Movement Noemi shares some memories of protesting during the Civil Rights Movement. Noemi comparte unas de sus memorias de las protestas durante el movimiento de los derechos civiles. 9:20 - The youth focused on Civic Action, Adults focused on politics When Noemi was younger, she and her friends participated in their own civic action organization. They learned at a very young age the meaning of solidarity. Cuando Noemi era más joven, ella y sus amigos participaron en su propia organización de acción cívica. Ellos aprendieron el sentido de la palabra solidaridad a una edad bastante joven. 10:17 - Pucho Olivencia understood politics but used them to bring something back to the community Pucho Olivencia understood politics. Many other community members wanted to stay away from them but Pucho used his knowledge to elevate the Hispanic community. Pucho Olivencia entendió las políticas. Muchos en la comunidad no querían entrar en ellas pero Pucho las usó para levantar la población hispana. 11:37 - We should have more elected officials Noemi believes that there should be more elected Hispanic officials. She shares her thoughts on recent and past elections and who represents the Hispanic community. Noemi cree que debe ser más oficiales elegidos hispanos en los políticos. Ella comparte sus pensamientos sobre las elecciones recientes y pasadas y quien representa la comunidad hispana. 12:58 - We didn't have Bustelo but we had Medaglia d'Oro Puerto Ricans didn't have access to traditional ethnic products at first but eventually local supermarkets started to sell Hispanic foods. They were never without what they needed but greatly appreciated it when they could purchase traditional foods. Los puertorriqueños no tenían acceso a los productos tradicionalmente hispanos pero eventualmente los supermercados empezaron a ofrecer los productos hispanos. Nunca les faltaron lo que necesitaron pero agradecieron muchísimo cuando estos productos empezaron a aparecer en los supermercados. 13:37 - The supermarkets started to provide Hispanic products and new stores popped up Once the Hispanic population became substantial, local supermarkets began to sell Hispanic products. Cuando las población hispana se puso substancial, los supermercados locales empezaron a vender productos hispanos. 15:11 - Restaurants were for single migrant workers Single migrant workers went to restaurants to purchase food since they didn't have a spouse to cook for them. Los trabajadores migrantes fueron a los restaurantes para comer porque no tenían alguien en casa para preparar la comida. 16:28 - You knew you were in a Puerto Rican home because you could smell the food Everyone knew they were in a Puerto Rican house by the smells that came from the kitchen. Puerto Rican families prepared traditional foods on a daily basis and their smells lingered in and around the houses. Todo el mundo sabía que estaba en una casa puertorriqueña por los olores que salían de las casas. Las familias puertorriqueñas preparaban la comida tradicional todos los días y los olores se quedaban dentro y alrededor de las casas. 17:22 - Applause for the Hispanic Veterans Memorial Noemi shares her congratulations for the Hispanic Veterans Memorial. She feels that it is an amazing achievement for the community. Noemi comparte sus felicidades para el Monumento de los Veteranos Hispanos. Ella cree que es un gran éxito para la comunidad. 18:30 - Gratitude for Alicia Pagan's legacy Noemi shares her gratitude for Alicia Pagan's legacy in Buffalo. Noemi comparte su gratitud para el legado de Alicia Pagan en Búfalo. 19:18 - Gratitude for the women who taught the arts to young girls Noemi shares her gratitude for the women who taught art classes to the young girls. She felt that this program was very inspirational to give these young girls this opportunity. Noemi comparte su gratitud para las mujeres que dieron clases de arte a las jóvenes. Ella cree que era muy inspiracional que las jóvenes tuvieron esa oportunidad. 21:07 - Lombardo has always been kind to Puerto Ricans Lombardo Funeral Home has always been very kind to Puerto Ricans. The Funeral Home would help families out who didn't have the financial resources to pay for a funeral. La Funeraria Lombardo ha siempre sido muy amigable a los puertorriqueños. La funeraria los ayudarían a los que no podían pagar los gastos del funeral. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Noemi Velazquez Creator An entity primarily responsible for making the resource Noemi Velazquez (Interviewee) Maritza Vega (Interviewer) Description An account of the resource This interview with Noemi Velazquez took place on July 23, 2014 in Buffalo, NY and was conducted by Maritza Vega. Noemi was born in Puerto Rico and migrated with her family to Western New York. Noemi explains why so many Puerto Ricans migrated to the region as a result of Operation Bootstrap. She described the conditions in which they traveled and how they began to establish their own community. Like most Puerto Rican children, Noemi began her formal education at St. Lucy’s Elementary School until her parents learned about the public schools. As a child, Noemi was actively involved in a youth civic organization which influenced her future working with the community. Noemi’s grandfather started the largest Pentecostal Church and a Cooperativa in Buffalo. Her family was very involved in the Pentecostal Church. The Cooperativa was also a huge part of their life and was based on community memberships. Noemi describes the history of different leaders in the community and their role in ameliorating the lives of Hispanics. Noemi also describes people outside of the Hispanic community who helped her community grow. Esta entrevista con Noemi Velázquez tomó lugar el 23 de julio de 2014 en Buffalo, NY y fue conducida por Maritza Vega. Noemi nació en Puerto Rico y migró con su familia a Nueva York del Oeste. Noemi explica por qué tantos puertorriqueños emigraron a la región como resultado de la Operación Obras de la Mano. Ella describe las condiciones en que ellos viajaron y como ellos empezaron a establecer su propia comunidad. Como tantos niños puertorriqueños, Noemi empezó su educación formal en la Escuela Primaria de Santa Lucía hasta cuando sus padres aprendieron sobre las escuelas públicas. Como niña, Noemi fue involucrada activamente en una organización cívica juvenil la cual influyó su futuro trabajando en la comunidad. El abuelo de Noemi fundó la iglesia pentecostal más grande y una cooperativa en Búfalo. Su familia era muy involucrada en la iglesia pentecostal. La cooperativa era una parte grandísima también de su vida y fue basada en la afiliación de la comunidad. Noemi describe la historia de algunos de los líderes y lo que hicieron para mejorar las vidas de la comunidad hispana. Noemi también describe la gente afuera de la comunidad hispana que ayudó crecer a la población hispana. Date A point or period of time associated with an event in the lifecycle of the resource 2014-07-23 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource English/Spanish Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Relation A related resource Buffalo & Erie County Public Library Digital Collections Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Community Involvement Family Migration http://omeka.buffalolib.org/files/original/f8fd46064134d18489e50cf42a36c8f6.mp3 2c7b07e634d99ce57c7d72edb5ecec03 http://omeka.buffalolib.org/files/original/f711b3100ec84a0dbbd9212a83056c7f.pdf 46a056185a45122b6c0bca3685af3994 PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Ventura Colon Interview Location: Buffalo, NY Interview Date: 8/3/2014 Interview Conducted by: Maritza Vega Length: 1:34:32 Executive Summary: This interview with Ventura Colon was conducted by Maritza Vega on August 3, 2014. Ventura Colon arrived in Buffalo as a child in 1956. He grew up on the East Side in a predominantly Italian and Puerto Rican community. At the time, the East Side was home to the first wave of Puerto Rican migrants who arrived in the 1950s and primarily worked in Buffalo’s industrial sector. In this interview, Ventura describes his childhood from first attending school to growing up in a culturally rich community. He, along with many of his childhood friends, became very civically active as a result of growing ethnic tensions and acts of discrimination against the Hispanic community. They created a youth civic action group and later, as adults, became diligent activists in the community. There was an overwhelming belief that the community must support itself in order to maintain culture and respect. Like many Puerto Rican migrants, Ventura joined the US Army and served in the Vietnam War. He speaks very highly of this experience and maintains great pride in his service to his country. While he was entirely aware of the stigma that comes with being a Vietnam War vet, he still feels very proud to have been able to defend this country. Ventura was a part of the Hispanic Veterans Memorial Committee and shares the history and meaning of the monument. The Hispanic Veterans Memorial is one of three in the entirety of the United States and the only one that celebrates the contributions women make in the Armed Forces. The monument is a huge source of pride in the community since many Hispanics have and still serve in the Armed Forces. Resumen Ejecutivo: La entrevista con Ventura Colón fue conducido por Maritza Vega el 3 de agosto de 2014. Ventura Colón llegó a Búfalo como niño en el año 1956. Se creció al East Side en un vecindario primariamente italiano y puertorriqueño. En esa época, el East �Side fue la parte donde la primera ola de puertorriqueños estableció sus vidas durante la década de los 50 y primariamente trabajaba en la industria. En esta entrevista, Ventura describe su niñez desde el punto de empezar en la escuela hasta la vida cotidiana dentro de una comunidad rica de cultura. Él, al lado de sus amigos, se volvió muy activo cívicamente como resultado del aumento del racismo y actos de discriminación contra de los hispanos. Ellos crearon un grupo de acción cívica y más tarde, como adulto, se volvió muy diligente como activista dentro de la comunidad. Había un sentimiento fuerte dentro de la comunidad que la comunidad se necesita apoyar para preservar la cultura y el respecto. Como muchos migrantes puertorriqueños, Ventura se inscribió al ejército estadounidense y servía en la Guerra de Vietnam. Él habla con mucho orgullo sobre su experiencia y mantiene el mismo orgullo en su servicio a su país. Mientras se daba cuenta del sentimiento general de la población estadounidense sobre la participación del gobierno y los soldados en la Guerra de Vietnam, Ventura se siente orgulloso de tener la oportunidad para defender su país. Ventura fue miembro del comité para la construcción del Monumento de los Veteranos Hispanos y comparte la historia y el sentimiento del monumento. El Monumento de los Veteranos Hispanos es uno de tres construidos en los Estados Unidos y el único que tiene una representación de una mujer porque las mujeres (hispanas) también han servido este país y merecen este respecto para sus sacrificios en las Fuerzas Armadas. Este monumento es una fuente de orgullo para la comunidad hispana por su participación hoy en día y en el pasado en las Fuerzas Armadas. Story Clips 0:17 - Introduction to Ventura Colon Ventura introduces himself. Ventura se presenta. 1:03 - Arrived in 1956 Ventura arrived in Buffalo in 1956 from Puerto Rico. He gives a little background information about himself and his family. Ventura llegó a Búfalo en el año 1956 de Puerto Rico. Él da un poco de información sobre sí mismo y su familia. 1:19 - Grew up on the Eastside �Ventura grew up on the East Side where the first wave of Puerto Ricans settled. Ventura se creció al East Side dónde se establecieron hogares los hispanos de primera ola.: 1:57 - We didn't speak any English when we arrived Hispanic migrants didn't speak English upon their arrival. They had to learn it on their own or by going to school. Los migrantes hispanos no hablaron el inglés cuando primero llegaron a Búfalo. Tenían que aprenderlo por sus propias experiencias o por la escuela. 2:19 - Many people worked at the wax factory Many Hispanics worked in the wax factory in Buffalo. This like many other factories, was an attractive place of employment for this population. Muchos hispanos trabajaron en la factoría de cera. Ese lugar como los demás así, eran muy atractivos a la población hispana. 3:09 - Went to school at St. Lucy's Ventura went to St. Lucy's School on the East Side. Ventura asistió a la Escuela de Santa Lucy al East Side. 4:23 - Aprendiste el inglés a la cañona Ventura jokes about how he and many other Puerto Ricans learned English. Ventura bromea de cómo él y muchos otros puertorriqueños aprendieron el inglés. 5:05 - Everyone grew up together Ventura remembers growing up in community. He was raised by his friends and family. This was very common in the Hispanic community in Buffalo. �Ventura se recuerda su crianza dentro de su comunidad. Se crecía con su familia y sus amigos. Este es muy común para la comunidad hispana en Búfalo. 5:51 - Pucho Olivencia was the most admired leader Pucho Olivencia was the most admired leader in the Hispanic community and still is. He understood local politics and knew how to work with them to bring services and support to the Hispanic community. Pucho Olivencia era la figura más importante a la comunidad hispana. Él conocía bien a los políticos y cómo los manejaba para que pudiera traer servicios y apoyo a la comunidad hispana. 6:39 - First Latino cultural center on Swan Street The first Latino Cultural Center was located on Swan Street. El primer centro latino cultural se ubica en la Calle Swan. 7:21 - Group of community members start small youth organization Children of the first wave of migrants formed their own youth civic action group. They met in the basement of their church and became very aware of what was happening around them. Los niños de la primera ola de migrantes hispanos establecieron un grupo juvenil de acción cívica y se reunieron en el sótano de su iglesia. Sabían bien lo que estaba pasando alrededor de ellos. 8:36 - Local musicians kept Hispanic culture alive Local musicians helped keep the Hispanic culture alive. Many community members were a part of these groups. Los músicos locales ayudaron a mantener unida la comunidad hispana. Muchas personas eran parte de estos grupos. 9:16 - 3 Puerto Rican students admitted to Seneca Vocational School Ventura remembers when only three Puerto Rican students were accepted into Seneca Vocational School in South Buffalo. Even though �this was a small number compared to the larger population, it was a starting point for Puerto Ricans who desired to attend a public school. At the time there were no bilingual programs and all Spanish speaking students received instruction in English. Ventura recuerda cuando solamente se permitían a tres estudiantes puertorriqueños a Seneca Vocational School en South Buffalo. A pesar de que este número era tan pequeño, era un punto de partida para los hispanos que deseaban asistir a una escuela pública. En ese momento no habían programas bilingües en Búfalo. 10:52 - Lots of discrimination in the Public Schools There was a lot of discrimination in the Public Schools while Ventura went to school. They didn't have bilingual programs yet. Había mucha discriminación dentro de las escuelas públicas cuando Ventura era niño. Ya no habían programas bilingües en esa época. 12:40 - Admitted to regular admissions at Buffalo State College Ventura was admitted to Buffalo State College through their regular student admissions process. Se admitió Ventura por la matriculación regular a Buffalo State College. 14:13 - Felt discrimination during the Civil Rights Movement in the South Ventura recognized discrimination during the Civil Rights movement. Ventura reconoció la discriminación durante el Movimiento de los Derechos Civiles. 15:28 - Fort Sam Houston, TX in 1967 Ventura describes his time while serving at Fort Sam Houston, Texas in 1967. Ventura describe su tiempo del servicio cuando se estacionaba en Fort Sam Houston, Tejas en el año 1967. 16:46 - Many childhood friends also served in Vietnam �Many of Ventura's childhood friends served during Vietnam. He didn't know this until he met people in action or after his return. Muchos de los amigos de la niñez de Ventura sirvieron en el ejército durante la Guerra Vietnam. Él no lo sabía hasta cuando los conoció durante la batalla y después de su regreso a Búfalo. 17:39 - Assigned to the 4th Infantry Division Ventura was assigned to the 4th Infantry Division after being drafted into the Army. Se asignó a Ventura a la división de la cuarta infantería cuando se reclutó al ejército. 20:02 - Finished service at Fort Dix in the Emergency Room Ventura completed his military service in Fort Dix after being wounded. Ventura terminó su servicio militar en Fort Dix después de ser herido. 20:25 - Transitional courses Ventura discusses the transitional courses he took after leaving the military. He felt these were very important for him to prepare himself for his return. Ventura discute los cursos de transición que tomó después de irse del ejército. Dice que estos curso lo ayudaron muchísimo a prepararse para su regreso a la sociedad. 20:44 - American civilians hated those serving the military after Vietnam Ventura reflects on the general sentiment of the American public during and after the Vietnam War. Americans hated the soldiers who fought in the war and this caused a lot of discomfort for those people who were drafted to fight. Ventura refleja en el sentimiento general del ambiente social estadounidense durante y después de la Guerra Vietnam. Los estadounidenses odiaban a los soldados que lucharon en la guerra y ese se les hizo sentir muy incómodos porque ellos sirvieron en la guerra, especialmente los que fueron reclutados. �21:41 - Seeing friends serve in Vietnam Ventura remembers seeing his friends serve in Vietnam. The good, and the bad. Ventura recuerda a sus amigos que sirvieron en la Guerra Vietnam. Lo bueno y lo malo. 22:44 - Used G.I. Bill to attend college Ventura used the G.I. Bill to attend college. Many veterans chose to use this scholarship to earn their college degree. Ventura usó el G.I. Bill para asistir a la universidad. Muchos veteranos usaron esta beca para ganar su licenciatura. 23:19 - A member of PRCC Ventura was a member of the PRCC. Ventura era miembro de la organización PRCC. 24:11 - Deeply involved in the needs of the Westside Ventura became deeply involved with the community on the West Side. He worked with various organizations. Ventura se puso muy involucrado en la comunidad al West Side. Trabajó con varias organizaciones. 25:38 - Puerto Rican American Community Association The Puerto Rican American Community Association was established. Se estableció la Asociación de la Comunidad Puertorriqueña Americana. 26:51 - PRCC on Westside PRACA on Eastside PRCC worked with the people on the West Side and PRACA worked with people on the East Side. Both were community outreach centers dedicated to improving the lives of Hispanics. PRCC trabajó con la gente en el West Side y PRACA trabajó con la gente al East Side. Ambas organizaciones trataron de ayudar a mejorar las vidas de los hispanos en sus comunidades. �27:01 - First Puerto Rican section in the Public Library The Niagara Branch Library maintains the first Puerto Rican inspired section in a Buffalo and Erie County Public Library. The collection includes books in Spanish. El sucursal de Niagara era la primera del sistema de las bibliotecas en Búfalo que mantiene una sección específicamente dedicada a los temas puertorriqueños y tiene libros en español. 28:36 - Activism to get Hispanic students into Law School Students at the University at Buffalo sequestered the university president in his office in protest of their negligence towards accepting more minority students into the Law School. This very act made it possible for more Hispanic students to earn a law degree at the University at Buffalo. Los estudiantes a la Universidad de Búfalo secuestraron al presidente de la universidad en su oficina en protestación de la negligencia a la parte de la administración de aceptar más estudiantes minoritarios al programa de la Ley. Justamente este acto les permitió que más estudiantes hispanos entraran en el programa de Ley a la Universidad de Búfalo. 29:29 - Certification as Rehabilitation Counselor After serving in the Army, Ventura was certified as a Rehabilitation Counselor. Después de servir en el ejército, se certificó a Ventura de ser consejero de rehabilitación. 30:25 - More involvement after return from Puerto Rico Ventura became more involved with the community after he returned from his service in the military. Ventura se involucró más en la comunidad después de su regreso del ejército. 32:00 - PRACA started Grease Pole Festival PRACA started the Grease Pole Festival at the Puerto Rican Cultural Center (Now the Pucho Olivencia Center). �PRACA empezó el Festival del "Palo Encabao" al Centro Cultural Puertorriqueño. (Ahora se llama el Centro Pucho Olivencia) 33:56 - Helped form COSSCO Ventura helped form COSSCO with other members of the university Latino community. Ventura ayudó con la formación de COSSCO con otros estudiantes latinos de la universidad. 34:37 - COSSCO helped the Spanish speaking/Latino community COSSCO worked with Spanish speaking/Latino community members who needed educational support. COSSCO trabajó con los estudiantes hispanohablantes y la comunidad latina que necesitaban ayuda con sus estudios. 35:56 - COSSCO lost funding COSSCO lost its funding and is no longer in existence. COSSCO perdió la ayuda monetaria y entonces ya no existe más. 37:07 - Only Hispanic on clinical trials board at ECMC Ventura was the only Hispanic representative on the clinical trials board at ECMC (Erie County Medical Center) Ventura era la única representativa de la comunidad hispana en el comité de las pruebas clínicas a ECMC. (Erie County Medical Center) 38:49 - Marcos Lopez is instrumental in establishing Latino Post Marcos Lopez helped establish and support the Latino community in Buffalo. Marcos Lopez ayudó establecer y apoyar la comunidad latina en Búfalo. 39:33 - Finding a name for the Post Ventura discusses how the community decided to name the American Legion Post. He feels they selected the correct name. �Ventura discute cómo la comunidad eligió un nombre para el American Legion Post. Él cree que eligió el nombre correcto. 40:24 - The Post was chartered and had a special charter for Boy Scouts The Gabriel A. Rodriguez American Legion Post 1928 was chartered to allow the Boy Scouts to use their venue. El Gabriel A. Rodríguez American Legion Post 1928 era estatuido a permitir a los Boy Scouts que usaran su sitio para sus reuniones. 40:55 - Involved in the Boys Scouts Ventura was involved with the Boy Scouts. The American Legion Post allowed the Boy Scouts to use their venue. Se involuncró Ventura con los Boy Scouts. El American Legion Post permitió que los Boy Scouts usaran su lugar. 41:47 - Hard to keep the Post together The community had a hard time keeping the post open. Se dificulta la comunidad mantener el Post abierto. 43:13 - The Post was very active The Gabriel A. Rodriguez American Legion Post 1928 was very active during its time of operation. El Gabriel A. Rodríguez American Legion Post 1928 era muy activo durante su época de operación. 44:02 - Three Hispanic organizations merge together Three Hispanic organizations decided to unite and create one organization to help the entire community. They formed what is today Hispanics United of Buffalo. Tres organizaciones hispanas decidieron juntar para hacer una organización unida para apoyar la comunidad. Esta organización es hoy en día, los Hispanos Unidos de Búfalo. 45:53 - A new board is formed �Ventura describes how they formed the board for the Hispanic Veterans Memorial. Ventura describe cómo se formó el nuevo comité para el Monumento de los Veteranos Hispanos. 46:39 - Raul Russi becomes a hero Raul Russi became a hero to the Hispanic community with his election to public office. Raúl Russi se convirtió en un héroe dentro de la comunidad hispana por su elección a un puesto público. 47:33 - We all moved up Ventura believes that the Hispanic community has raised itself up within the community. Ventura cree que la comunidad hispana se ha elevado su estatus dentro de la comunidad entera. 47:58 - Those were very good years Ventura reflects on his childhood and how much he enjoyed this time. Ventura refleja en su niñez y cuánto se disfrutó de ese tiempo. 48:39 - ESTUDIA on the Westside ESTUDIA worked with students on the West Side. ESTUDIA trabajó con los estudiantes al West Side. 49:25 - So many positive things going on in Buffalo There are so many positive things happening in Buffalo. Ventura shares what he feels is important for the HIspanic community. Hay tantas cosas positivas pasando en la comunidad en Búfalo. Ventura comparte cuales él cree que son los más importantes a los hispanos. 51:39 - Inspiration for Veteran's Memorial Ventura explains where the inspiration for the monument came from. �Ventura explica de dónde vino la inspiración para el monumento. 55:08 - Goes to church finds an architect Ventura met a monument contractor at his church. They discussed their plans and agrees to work together. Ventura conoció a un contractor de los monumentos a su iglesia. Hablaron sobre los planes y se pusieron de acuerdo para adelantar con la construcción. 56:19 - Francisco puts together a Memorial package to present to the City Francisco put together a package with all of the details about the monument. He presented it to the City in hopes of gaining their support. Francisco juntó un paquete de información con los detalles y los planes para el monumento para la Ciudad. Se lo presentó con la esperanza de ganar su apoyo. 57:03 - Negotiations begin with Olmstead The board began negotiations with the Olmstead Park System to determine where to build the monument. El comité empezó las negociaciones con el Olmstead Park System para determinar a dónde se construirá el monumento. 58:47 - Negotiating a new Monument location The board began negotiations with the city to determine where they would build the memorial. They finally agreed on the Buffalo Naval Park. El comité abrió negociaciones con la Ciudad para planificar dónde se construirá el monumento. Eventualmente ellos se pusieron de acuerdo con el Buffalo Naval Park. 1:00:19 - Designs changed The designs for the monument changed many times. Los diseños para el monumento cambiaron muchas veces. �1:01:34 - There would be no monument without Councilman David Rivera Councilman David Rivera's support really helped the board accomplish their goals. Without his support, the board feels the monument would not have been built. El apoyo del Concejal David Rivera era muy importante a la construcción del monumento . El comité cree que sin este apoyo el monumento no habría existido hoy en día. 1:02:26 - Benny Rodriguez and Ventura Colon research pavers Benny Rodriguez and Ventura Colon helped come up with the idea to sell pavers to raise money for the construction of the Hispanic Veterans Memorial. Benny Rodríguez y Ventura Colón ayudaron a inventar el programa de vender los adoquines para levantar los fondos para la construcción del Monumento de los Veteranos Hispanos. 1:04:32 - Contacts helped build the monument The board used their contacts within the community to build the monument. El comité usó sus contactos dentro de la comunidad para construir el monumento. 1:06:25 - Ideas for the statue Ventura shares different ideas about the design for the monument. Ventura comparte las ideas diferentes sobre el diseño del monumento. 1:07:54 - Needed more money to add female to the statue The board needed to find more money to pay to add the female figure to the monument. El comité necesitó más dinero para pagar los gastos de construir la estatua de la mujer. 1:09:39 - The groundbreaking was emotional �Ventura shares his feelings about the groundbreaking. He along with many others who attended felt very emotional. Ventura comparte sus sentimientos sobre el rompe del suelo para el monumento. Él, como muchos de los demás que asistieron al evento, se sintió muy emocional. 1:11:07 - Monument project grew The monument project started off as a modest memorial but grew into a larger project. El proyecto del monumento empezó como un memorial modesto pero se volvió a un proyecto mucho más grande. 1:13:29 - What goes on the top of the monument Ventura describes what will go on top of the monument. Ventura describe lo que el comité pondrá encima del monumento. 1:15:38 - Veterans come out of the woodwork and find the monument to be part of their healing process The monument attracted many Hispanic veterans who were still healing from their experience at war. Many of them felt the monument helped their healing process. El monumento atrayo a muchos veteranos hispanos que todavía estaban curando los heridos sicológicos de sus experiencias de guerra. Algunos de ellos piensan que la construcción del monumento los ayudan al proceso de curación. 1:17:35 - What does it mean to add a female soldier to the monument Ventura explains why it is so meaningful to have a female representation in the Hispanic Veterans Memorial. Ventura explica por qué es tan importante que hay una representación femenina en el Monumento de los Veteranos Hispanos. 1:18:25 - Modern Hispanic women in the military �The board wanted to include a female representation in the monument to honor the Hispanic women who also serve in the military. El comité quiso incluir una representación femenina en los planes del monumento para celebrar las contribuciones de las mujeres en las Fuerzas Armadas. 1:23:02 - Community didn't realize how many friends served with the 65th Many Hispanics from Buffalo didn't realize how many people from their community served in the U.S. Military until they saw each other in battle or after they returned from their service. Muchos hispanos de Búfalo no se daba cuenta de cuántos hispanos sirvieron el ejército estadounidense hasta cuando se conocieron en batalla o después de su regreso del servicio. 1:24:26 - Veteran Solidarity Ventura explains what "Veteran Solidarity" is. Ventura explica lo que es "la Solidaridad de los Veteranos". 1:30:31 - Stage three group of pavers Ventura explains the idea behind selling pavers to support the veterans and the construction of the memorial. Ventura explica la idea de vender los adoquines para apoyar a los veteranos y la construcción del monumento. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Buffalo, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:34:32 Time Summary A summary of an interview given for different time stamps throughout the interview 0:17 - Introduction to Ventura Colon Ventura introduces himself. Ventura se presenta. 1:03 - Arrived in 1956 Ventura arrived in Buffalo in 1956 from Puerto Rico. He gives a little background information about himself and his family. Ventura llegó a Búfalo en el año 1956 de Puerto Rico. Él da un poco de información sobre sí mismo y su familia. 1:19 - Grew up on the Eastside Ventura grew up on the East Side where the first wave of Puerto Ricans settled. Ventura se creció al East Side dónde se establecieron hogares los hispanos de primera ola.: 1:57 - We didn't speak any English when we arrived Hispanic migrants didn't speak English upon their arrival. They had to learn it on their own or by going to school. Los migrantes hispanos no hablaron el inglés cuando primero llegaron a Búfalo. Tenían que aprenderlo por sus propias experiencias o por la escuela. 2:19 - Many people worked at the wax factory Many Hispanics worked in the wax factory in Buffalo. This like many other factories, was an attractive place of employment for this population. Muchos hispanos trabajaron en la factoría de cera. Ese lugar como los demás así, eran muy atractivos a la población hispana. 3:09 - Went to school at St. Lucy's Ventura went to St. Lucy's School on the East Side. Ventura asistió a la Escuela de Santa Lucy al East Side. 4:23 - Aprendiste el inglés a la cañona Ventura jokes about how he and many other Puerto Ricans learned English. Ventura bromea de cómo él y muchos otros puertorriqueños aprendieron el inglés. 5:05 - Everyone grew up together Ventura remembers growing up in community. He was raised by his friends and family. This was very common in the Hispanic community in Buffalo. Ventura se recuerda su crianza dentro de su comunidad. Se crecía con su familia y sus amigos. Este es muy común para la comunidad hispana en Búfalo. 5:51 - Pucho Olivencia was the most admired leader Pucho Olivencia was the most admired leader in the Hispanic community and still is. He understood local politics and knew how to work with them to bring services and support to the Hispanic community. Pucho Olivencia era la figura más importante a la comunidad hispana. Él conocía bien a los políticos y cómo los manejaba para que pudiera traer servicios y apoyo a la comunidad hispana. 6:39 - First Latino cultural center on Swan Street The first Latino Cultural Center was located on Swan Street. El primer centro latino cultural se ubica en la Calle Swan. 7:21 - Group of community members start small youth organization Children of the first wave of migrants formed their own youth civic action group. They met in the basement of their church and became very aware of what was happening around them. Los niños de la primera ola de migrantes hispanos establecieron un grupo juvenil de acción cívica y se reunieron en el sótano de su iglesia. Sabían bien lo que estaba pasando alrededor de ellos. 8:36 - Local musicians kept Hispanic culture alive Local musicians helped keep the Hispanic culture alive. Many community members were a part of these groups. Los músicos locales ayudaron a mantener unida la comunidad hispana. Muchas personas eran parte de estos grupos. 9:16 - 3 Puerto Rican students admitted to Seneca Vocational School Ventura remembers when only three Puerto Rican students were accepted into Seneca Vocational School in South Buffalo. Even though this was a small number compared to the larger population, it was a starting point for Puerto Ricans who desired to attend a public school. At the time there were no bilingual programs and all Spanish speaking students received instruction in English. Ventura recuerda cuando solamente se permitían a tres estudiantes puertorriqueños a Seneca Vocational School en South Buffalo. A pesar de que este número era tan pequeño, era un punto de partida para los hispanos que deseaban asistir a una escuela pública. En ese momento no habían programas bilingües en Búfalo. 10:52 - Lots of discrimination in the Public Schools There was a lot of discrimination in the Public Schools while Ventura went to school. They didn't have bilingual programs yet. Había mucha discriminación dentro de las escuelas públicas cuando Ventura era niño. Ya no habían programas bilingües en esa época. 12:40 - Admitted to regular admissions at Buffalo State College Ventura was admitted to Buffalo State College through their regular student admissions process. Se admitió Ventura por la matriculación regular a Buffalo State College. 14:13 - Felt discrimination during the Civil Rights Movement in the South Ventura recognized discrimination during the Civil Rights movement. Ventura reconoció la discriminación durante el Movimiento de los Derechos Civiles. 15:28 - Fort Sam Houston, TX in 1967 Ventura describes his time while serving at Fort Sam Houston, Texas in 1967. Ventura describe su tiempo del servicio cuando se estacionaba en Fort Sam Houston, Tejas en el año 1967. 16:46 - Many childhood friends also served in Vietnam Many of Ventura's childhood friends served during Vietnam. He didn't know this until he met people in action or after his return. Muchos de los amigos de la niñez de Ventura sirvieron en el ejército durante la Guerra Vietnam. Él no lo sabía hasta cuando los conoció durante la batalla y después de su regreso a Búfalo. 17:39 - Assigned to the 4th Infantry Division Ventura was assigned to the 4th Infantry Division after being drafted into the Army. Se asignó a Ventura a la división de la cuarta infantería cuando se reclutó al ejército. 20:02 - Finished service at Fort Dix in the Emergency Room Ventura completed his military service in Fort Dix after being wounded. Ventura terminó su servicio militar en Fort Dix después de ser herido. 20:25 - Transitional courses Ventura discusses the transitional courses he took after leaving the military. He felt these were very important for him to prepare himself for his return. Ventura discute los cursos de transición que tomó después de irse del ejército. Dice que estos curso lo ayudaron muchísimo a prepararse para su regreso a la sociedad. 20:44 - American civilians hated those serving the military after Vietnam Ventura reflects on the general sentiment of the American public during and after the Vietnam War. Americans hated the soldiers who fought in the war and this caused a lot of discomfort for those people who were drafted to fight. Ventura refleja en el sentimiento general del ambiente social estadounidense durante y después de la Guerra Vietnam. Los estadounidenses odiaban a los soldados que lucharon en la guerra y ese se les hizo sentir muy incómodos porque ellos sirvieron en la guerra, especialmente los que fueron reclutados. 21:41 - Seeing friends serve in Vietnam Ventura remembers seeing his friends serve in Vietnam. The good, and the bad. Ventura recuerda a sus amigos que sirvieron en la Guerra Vietnam. Lo bueno y lo malo. 22:44 - Used G.I. Bill to attend college Ventura used the G.I. Bill to attend college. Many veterans chose to use this scholarship to earn their college degree. Ventura usó el G.I. Bill para asistir a la universidad. Muchos veteranos usaron esta beca para ganar su licenciatura. 23:19 - A member of PRCC Ventura was a member of the PRCC. Ventura era miembro de la organización PRCC. 24:11 - Deeply involved in the needs of the Westside Ventura became deeply involved with the community on the West Side. He worked with various organizations. Ventura se puso muy involucrado en la comunidad al West Side. Trabajó con varias organizaciones. 25:38 - Puerto Rican American Community Association The Puerto Rican American Community Association was established. Se estableció la Asociación de la Comunidad Puertorriqueña Americana. 26:51 - PRCC on Westside PRACA on Eastside PRCC worked with the people on the West Side and PRACA worked with people on the East Side. Both were community outreach centers dedicated to improving the lives of Hispanics. PRCC trabajó con la gente en el West Side y PRACA trabajó con la gente al East Side. Ambas organizaciones trataron de ayudar a mejorar las vidas de los hispanos en sus comunidades. 27:01 - First Puerto Rican section in the Public Library The Niagara Branch Library maintains the first Puerto Rican inspired section in a Buffalo and Erie County Public Library. The collection includes books in Spanish. El sucursal de Niagara era la primera del sistema de las bibliotecas en Búfalo que mantiene una sección específicamente dedicada a los temas puertorriqueños y tiene libros en español. 28:36 - Activism to get Hispanic students into Law School Students at the University at Buffalo sequestered the university president in his office in protest of their negligence towards accepting more minority students into the Law School. This very act made it possible for more Hispanic students to earn a law degree at the University at Buffalo. Los estudiantes a la Universidad de Búfalo secuestraron al presidente de la universidad en su oficina en protestación de la negligencia a la parte de la administración de aceptar más estudiantes minoritarios al programa de la Ley. Justamente este acto les permitió que más estudiantes hispanos entraran en el programa de Ley a la Universidad de Búfalo. 29:29 - Certification as Rehabilitation Counselor After serving in the Army, Ventura was certified as a Rehabilitation Counselor. Después de servir en el ejército, se certificó a Ventura de ser consejero de rehabilitación. 30:25 - More involvement after return from Puerto Rico Ventura became more involved with the community after he returned from his service in the military. Ventura se involucró más en la comunidad después de su regreso del ejército. 32:00 - PRACA started Grease Pole Festival PRACA started the Grease Pole Festival at the Puerto Rican Cultural Center (Now the Pucho Olivencia Center). PRACA empezó el Festival del "Palo Encabao" al Centro Cultural Puertorriqueño. (Ahora se llama el Centro Pucho Olivencia) 33:56 - Helped form COSSCO Ventura helped form COSSCO with other members of the university Latino community. Ventura ayudó con la formación de COSSCO con otros estudiantes latinos de la universidad. 34:37 - COSSCO helped the Spanish speaking/Latino community COSSCO worked with Spanish speaking/Latino community members who needed educational support. COSSCO trabajó con los estudiantes hispanohablantes y la comunidad latina que necesitaban ayuda con sus estudios. 35:56 - COSSCO lost funding COSSCO lost its funding and is no longer in existence. COSSCO perdió la ayuda monetaria y entonces ya no existe más. 37:07 - Only Hispanic on clinical trials board at ECMC Ventura was the only Hispanic representative on the clinical trials board at ECMC (Erie County Medical Center) Ventura era la única representativa de la comunidad hispana en el comité de las pruebas clínicas a ECMC. (Erie County Medical Center) 38:49 - Marcos Lopez is instrumental in establishing Latino Post Marcos Lopez helped establish and support the Latino community in Buffalo. Marcos Lopez ayudó establecer y apoyar la comunidad latina en Búfalo. 39:33 - Finding a name for the Post Ventura discusses how the community decided to name the American Legion Post. He feels they selected the correct name. Ventura discute cómo la comunidad eligió un nombre para el American Legion Post. Él cree que eligió el nombre correcto. 40:24 - The Post was chartered and had a special charter for Boy Scouts The Gabriel A. Rodriguez American Legion Post 1928 was chartered to allow the Boy Scouts to use their venue. El Gabriel A. Rodríguez American Legion Post 1928 era estatuido a permitir a los Boy Scouts que usaran su sitio para sus reuniones. 40:55 - Involved in the Boys Scouts Ventura was involved with the Boy Scouts. The American Legion Post allowed the Boy Scouts to use their venue. Se involuncró Ventura con los Boy Scouts. El American Legion Post permitió que los Boy Scouts usaran su lugar. 41:47 - Hard to keep the Post together The community had a hard time keeping the post open. Se dificulta la comunidad mantener el Post abierto. 43:13 - The Post was very active The Gabriel A. Rodriguez American Legion Post 1928 was very active during its time of operation. El Gabriel A. Rodríguez American Legion Post 1928 era muy activo durante su época de operación. 44:02 - Three Hispanic organizations merge together Three Hispanic organizations decided to unite and create one organization to help the entire community. They formed what is today Hispanics United of Buffalo. Tres organizaciones hispanas decidieron juntar para hacer una organización unida para apoyar la comunidad. Esta organización es hoy en día, los Hispanos Unidos de Búfalo. 45:53 - A new board is formed Ventura describes how they formed the board for the Hispanic Veterans Memorial. Ventura describe cómo se formó el nuevo comité para el Monumento de los Veteranos Hispanos. 46:39 - Raul Russi becomes a hero Raul Russi became a hero to the Hispanic community with his election to public office. Raúl Russi se convirtió en un héroe dentro de la comunidad hispana por su elección a un puesto público. 47:33 - We all moved up Ventura believes that the Hispanic community has raised itself up within the community. Ventura cree que la comunidad hispana se ha elevado su estatus dentro de la comunidad entera. 47:58 - Those were very good years Ventura reflects on his childhood and how much he enjoyed this time. Ventura refleja en su niñez y cuánto se disfrutó de ese tiempo. 48:39 - ESTUDIA on the Westside ESTUDIA worked with students on the West Side. ESTUDIA trabajó con los estudiantes al West Side. 49:25 - So many positive things going on in Buffalo There are so many positive things happening in Buffalo. Ventura shares what he feels is important for the HIspanic community. Hay tantas cosas positivas pasando en la comunidad en Búfalo. Ventura comparte cuales él cree que son los más importantes a los hispanos. 51:39 - Inspiration for Veteran's Memorial Ventura explains where the inspiration for the monument came from. Ventura explica de dónde vino la inspiración para el monumento. 55:08 - Goes to church finds an architect Ventura met a monument contractor at his church. They discussed their plans and agrees to work together. Ventura conoció a un contractor de los monumentos a su iglesia. Hablaron sobre los planes y se pusieron de acuerdo para adelantar con la construcción. 56:19 - Francisco puts together a Memorial package to present to the City Francisco put together a package with all of the details about the monument. He presented it to the City in hopes of gaining their support. Francisco juntó un paquete de información con los detalles y los planes para el monumento para la Ciudad. Se lo presentó con la esperanza de ganar su apoyo. 57:03 - Negotiations begin with Olmstead The board began negotiations with the Olmstead Park System to determine where to build the monument. El comité empezó las negociaciones con el Olmstead Park System para determinar a dónde se construirá el monumento. 58:47 - Negotiating a new Monument location The board began negotiations with the city to determine where they would build the memorial. They finally agreed on the Buffalo Naval Park. El comité abrió negociaciones con la Ciudad para planificar dónde se construirá el monumento. Eventualmente ellos se pusieron de acuerdo con el Buffalo Naval Park. 1:00:19 - Designs changed The designs for the monument changed many times. Los diseños para el monumento cambiaron muchas veces. 1:01:34 - There would be no monument without Councilman David Rivera Councilman David Rivera's support really helped the board accomplish their goals. Without his support, the board feels the monument would not have been built. El apoyo del Concejal David Rivera era muy importante a la construcción del monumento . El comité cree que sin este apoyo el monumento no habría existido hoy en día. 1:02:26 - Benny Rodriguez and Ventura Colon research pavers Benny Rodriguez and Ventura Colon helped come up with the idea to sell pavers to raise money for the construction of the Hispanic Veterans Memorial. Benny Rodríguez y Ventura Colón ayudaron a inventar el programa de vender los adoquines para levantar los fondos para la construcción del Monumento de los Veteranos Hispanos. 1:04:32 - Contacts helped build the monument The board used their contacts within the community to build the monument. El comité usó sus contactos dentro de la comunidad para construir el monumento. 1:06:25 - Ideas for the statue Ventura shares different ideas about the design for the monument. Ventura comparte las ideas diferentes sobre el diseño del monumento. 1:07:54 - Needed more money to add female to the statue The board needed to find more money to pay to add the female figure to the monument. El comité necesitó más dinero para pagar los gastos de construir la estatua de la mujer. 1:09:39 - The groundbreaking was emotional Ventura shares his feelings about the groundbreaking. He along with many others who attended felt very emotional. Ventura comparte sus sentimientos sobre el rompe del suelo para el monumento. Él, como muchos de los demás que asistieron al evento, se sintió muy emocional. 1:11:07 - Monument project grew The monument project started off as a modest memorial but grew into a larger project. El proyecto del monumento empezó como un memorial modesto pero se volvió a un proyecto mucho más grande. 1:13:29 - What goes on the top of the monument Ventura describes what will go on top of the monument. Ventura describe lo que el comité pondrá encima del monumento. 1:15:38 - Veterans come out of the woodwork and find the monument to be part of their healing process The monument attracted many Hispanic veterans who were still healing from their experience at war. Many of them felt the monument helped their healing process. El monumento atrayo a muchos veteranos hispanos que todavía estaban curando los heridos sicológicos de sus experiencias de guerra. Algunos de ellos piensan que la construcción del monumento los ayudan al proceso de curación. 1:17:35 - What does it mean to add a female soldier to the monument Ventura explains why it is so meaningful to have a female representation in the Hispanic Veterans Memorial. Ventura explica por qué es tan importante que hay una representación femenina en el Monumento de los Veteranos Hispanos. 1:18:25 - Modern Hispanic women in the military The board wanted to include a female representation in the monument to honor the Hispanic women who also serve in the military. El comité quiso incluir una representación femenina en los planes del monumento para celebrar las contribuciones de las mujeres en las Fuerzas Armadas. 1:23:02 - Community didn't realize how many friends served with the 65th Many Hispanics from Buffalo didn't realize how many people from their community served in the U.S. Military until they saw each other in battle or after they returned from their service. Muchos hispanos de Búfalo no se daba cuenta de cuántos hispanos sirvieron el ejército estadounidense hasta cuando se conocieron en batalla o después de su regreso del servicio. 1:24:26 - Veteran Solidarity Ventura explains what "Veteran Solidarity" is. Ventura explica lo que es "la Solidaridad de los Veteranos". 1:30:31 - Stage three group of pavers Ventura explains the idea behind selling pavers to support the veterans and the construction of the memorial. Ventura explica la idea de vender los adoquines para apoyar a los veteranos y la construcción del monumento. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ventura Colon Creator An entity primarily responsible for making the resource Ventura Cólon (Interviewee) Maritza Vega (Interviewer) Description An account of the resource This interview with Ventura Colon was conducted by Maritza Vega on August 3, 2014. Ventura Colon arrived in Buffalo as a child in 1956. He grew up on the East Side in a predominantly Italian and Puerto Rican community. At the time, the East Side was home to the first wave of Puerto Rican migrants who arrived in the 1950s and primarily worked in Buffalo’s industrial sector. In this interview, Ventura describes his childhood from first attending school to growing up in a culturally rich community. He, along with many of his childhood friends, became very civically active as a result of growing ethnic tensions and acts of discrimination against the Hispanic community. They created a youth civic action group and later, as adults, became diligent activists in the community. There was an overwhelming belief that the community must support itself in order to maintain culture and respect. Like many Puerto Rican migrants, Ventura joined the US Army and served in the Vietnam War. He speaks very highly of this experience and maintains great pride in his service to his country. While he was entirely aware of the stigma that comes with being a Vietnam War vet, he still feels very proud to have been able to defend this country. Ventura was a part of the Hispanic Veterans Memorial Committee and shares the history and meaning of the monument. The Hispanic Veterans Memorial is one of three in the entirety of the United States and the only one that celebrates the contributions women make in the Armed Forces. The monument is a huge source of pride in the community since many Hispanics have and still serve in the Armed Forces. La entrevista con Ventura Colón fue conducido por Maritza Vega el 3 de agosto de 2014. Ventura Colón llegó a Búfalo como niño en el año 1956. Se creció al East Side en un vecindario primariamente italiano y puertorriqueño. En esa época, el East Side fue la parte donde la primera ola de puertorriqueños estableció sus vidas durante la década de los 50 y primariamente trabajaba en la industria. En esta entrevista, Ventura describe su niñez desde el punto de empezar en la escuela hasta la vida cotidiana dentro de una comunidad rica de cultura. Él, al lado de sus amigos, se volvió muy activo cívicamente como resultado del aumento del racismo y actos de discriminación contra de los hispanos. Ellos crearon un grupo de acción cívica y más tarde, como adulto, se volvió muy diligente como activista dentro de la comunidad. Había un sentimiento fuerte dentro de la comunidad que la comunidad se necesita apoyar para preservar la cultura y el respecto. Como muchos migrantes puertorriqueños, Ventura se inscribió al ejército estadounidense y servía en la Guerra de Vietnam. Él habla con mucho orgullo sobre su experiencia y mantiene el mismo orgullo en su servicio a su país. Mientras se daba cuenta del sentimiento general de la población estadounidense sobre la participación del gobierno y los soldados en la Guerra de Vietnam, Ventura se siente orgulloso de tener la oportunidad para defender su país. Ventura fue miembro del comité para la construcción del Monumento de los Veteranos Hispanos y comparte la historia y el sentimiento del monumento. El Monumento de los Veteranos Hispanos es uno de tres construidos en los Estados Unidos y el único que tiene una representación de una mujer porque las mujeres (hispanas) también han servido este país y merecen este respecto para sus sacrificios en las Fuerzas Armadas. Este monumento es una fuente de orgullo para la comunidad hispana por su participación hoy en día y en el pasado en las Fuerzas Armadas. Date A point or period of time associated with an event in the lifecycle of the resource 2014-08-03 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource English Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Relation A related resource Buffalo & Erie County Public Library Digital Collections Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Community Involvement Education Military http://omeka.buffalolib.org/files/original/bd5efec55d82f0ee5c67c9539fbed39c.mp3 85bdffee55696f67577591d55e29f185 http://omeka.buffalolib.org/files/original/dfd72b4fa63973e1ffb9705c10d2b1e7.pdf e29ddb9a297a1eefc85787c56110caca PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Jose Pizarro Interview Location: Buffalo, NY Interview Date: 7/28/2014 Interview Conducted by: Maritza Vega Length: 48:59 Executive Summary: This interview with José Pizarro was conducted by Maritza Vega on July 28, 2014 in Buffalo, NY. José Pizarro is a Puerto Rican Vietnam War Veteran who later went on to become deeply involved with the Hispanic community in the City of Buffalo. José served in the Marines and later moved to New York City where he lived in Spanish Harlem. After, he was accepted into the EPIS program at the State University of New York at Buffalo where he met his wife, Evelyn. While in the university, José was actively involved in the university affiliated group PODER through which he became involved in the Hispanic community. Along with his wife Evelyn, he was an activist for equal opportunity in professional degree granting programs in the university, community organizing and support and the development of the Puerto Rican Chicano Committee which provided support to members of the Hispanic community. José also discusses other smaller organizations and their goals for the community as well as annual festivities such as the Puerto Rican Day Parade. Resumen Ejecutivo: Esta entrevista con José Pizarro fue conducida por Maritza Vega el 28 de julio del año 2014 en Búfalo, NY. José Pizarro es un veterano puertorriqueño de la Guerra Vietnam quien más tarde logró de ser profundamente involucrado en la comunidad hispana en la ciudad de Búfalo. José sirvió en las Marinas y más tarde se mudó a la ciudad de Nueva York donde vivió en Harlem español. Después fue aceptado al programa de EPIS a la Universidad Estatal de Nueva York a Búfalo donde conoció a su esposa, Evelyn. Mientras estudiaba en la universidad, José fue activamente involucrado en el grupo universitario por el nombre PODER a través de cual le llevó directamente a la asistencia de la comunidad hispana. Al lado de su esposa Evelyn, fue un activista por la oportunidad igual a los hispanos y los minoritarios en los programas profesionales en la universidad, la organización civil de la comunidad y el desarrollo del Puerto Rican Chicano Committee lo cual le ofrece a la comunidad hispana recursos vitales. �José también explica las otras organizaciones más pequeñas y sus metas para la comunidad tanto como los festivales anuales como el Desfile Puertorriqueño. Story Clips: 0:26 - Introduction to Jose Pizarro José introduces himself. José se presenta. 1:38 - Service during Vietnam José served in the Vietnam War. He was a part of the war when the Vietcong attacked the different U.S. Military Bases. José was not hurt during the attacks. José sirvió en la Guerra Vietnam. Él era parte de la guerra cuando el Vietcong atacó a los bases militares de los EEUU. Él no estaba herido durante los ataques. 2:09 - Left Marine Corps, worked in NYC and ended up in Buffalo José left the Marine Corps in 1969 and then moved to New York City in search of work. He worked in a school in New York City for one year and then eventually ended up in Buffalo. José dejó las Marinas en el año 1969 y luego se mudó a Nueva York en búsqueda de trabajo. Él trabajó en una escuela en la Ciudad de Nueva York por un año y eventualmente llegó a Búfalo. 2:28 - Accepted to EPIS program José Pizarro was accepted to the EPIS program at the University at Buffalo. This program was set up to give scholarships and educational opportunities to minority students. Se aceptó a José Pizarro al programa de EPIS a la Universidad a Búfalo. Este programa era establecido para darles becas y oportunidades educativas a los estudiantes minoritarios. 3:12 - Met wife while in school and were a part of PODER �José met his wife Evelyn at the University at Buffalo. Both of them were members of PRCC. They were both very civically active. José conoció a su esposa a la Universidad de Búfalo. Ambos eran parte de PRCC. Ambos eran muy activas en la comunidad. 3:40 - A part of nationwide riots in the universities PRCC was part of nationwide riots in the University. They were protesting the Law and Medical Schools. They wanted both schools to accept more minorities. They were part of the UB riots with some of his fellow community members. PRCC era parte de unos disturbios en las universidades. Ellos protestaron las Facultades de Medicina y Derecho. Querían que estos departamentos aceptaran más estudiantes minoritarios a sus programas. Ellos protestaron con unos compañeros de la comunidad universitaria. 4:20 - Created Puerto Rican Studies José was part of a group of university students who helped create the Puerto Rican Studies program at the University at Buffalo. José era parte de un grupo de estudiantes universitarios que crearon un programa de los Estudios Puertorriqueños a la Universidad a Búfalo. 5:03 - Turn to the community After they succeeded in bringing more Hispanic students to the professional programs at UB, they returned to the community and created training programs in the Buffalo Public Schools. They started tutoring programs for elementary and secondary students. Después de tener tanto éxito con la entrega de estudiantes minoritarios a los programas profesionales en la Universidad de Búfalo, regresaron a la comunidad en Búfalo. Construyeron unos programas de entrenamiento comunitario. Ellos empezaron un programa de tutoría en las escuelas públicas para los estudiantes primarios y secundarios. 5:36 - Used student funds to help fix up the Niagara Daycare Center �They used student funds to help fix the Niagara Daycare Center. Usaron los fondos de los estudiantes para ayudar a reparar el Niagara Daycare Center. 6:09 - Niagara Daycare was for the community PRCC sponsored a daycare program on the Lower Westside. They recognized that there weren't any accessible day care programs there and decided to open one up specifically catered to the community. PRCC patrocinó un programa de guardaría para las familias en el Westside. Reconocieron que no había un lugar accesible para los hispanos en esta parte de la ciudad y decidieron que querían crear uno específicamente para esa población. 6:36 - What to do after graduation José didn't know what do after he graduated from college. They decided to continue working with the community and set up PRCC. José no sabía qué hacer después de graduarse. Ellos decidieron a seguir trabajando con la comunidad entonces establecieron la organización PRCC. 7:26 - 10-15 people in PRCC There were 10-15 people involved in the PRCC at this time. They got together to protest the construction of the Amherst Campus. They wanted the Campus to be built downtown so it would provide jobs to the African American and Hispanic communities in the city. They were not successful because of the large amounts of money and politics behind it. They were successful in bringing minorities into the construction industry. Hubo entre 10 y 15 personas en el PRCC en este momento. Se juntaron para protestar la construcción del nuevo campus en Amherst. Querían que la Universidad lo construyera en el centro para desarrollar oportunidades de trabajo para los americanos africanos y los hispanos en la ciudad. Perdieron esa lucha pero lograron a introducir unas personas minorías al sector de la construcción. �8:46 - BUILD funds PRCC office Project BUILD helped fund the PRCC office on Virginia Street. It was a small office but it didn't have many financial resources. El Proyecto BUILD ayuda a financiar la oficina de PRCC en la Calle Virginia. Era una oficina muy pequeña pero no tenía muchos recursos financieros. 9:00 - Building was located on the corner of Maryland and Prospect The PRCC building was originally located on Maryland and Prospect Street. They eventually moved to Virginia Street and Prospect Street. They wanted to create a learning center to help the Hispanic Community. El edificio de PRCC originalmente estaba en la esquina de las calles de Maryland and Prospect. Después se mudó a una casa en la esquina de las calles Virginia y Prospect. Ellos querían construir un centro para ayudar a los hispanos viviendo en el vecindario. 11:00 - Alianza sold building on Virginia St to PRCC Alianza sold the building on Virginia Street to PRCC. This building eventually became what is today Hispanics United of Buffalo. Alianza le vendió el edificio en la Calle Virginia a PRCC. Este edificio es hoy en día el de Hispanos Unidos de Búfalo. 11:43 - 3 or 4 organizations came together to become HUB 3 or 4 community based organizations came together to form what is today Hispanics United of Buffalo. 3 o 4 organizaciones basadas en la comunidad se juntaron para formar lo que es hoy en día la organización Hispanos Unidos de Búfalo. 12:32 - PRCC becomes involved with Puerto Rican Day Parade PRCC helped with the Puerto Rican Day Parade. At the time it was called the Virginia Street Festival. �PRCC ayudó con la planificación del Desfile Puertorriqueño. En ese momento se lo nombró el Carnaval de la Calle Virginia. 13:29 - The parade lasted at least 3 or 4 years The Puerto Rican Day Parade lasted for at least 3 to 4 years before they stopped organizing it. El Desfile Puertorriqueño duró por lo menos 3 a 4 años antes de dejarlo. 14:29 - Involvement in many committees José was very involved with the community and sat on various community based committees. José fue muy involucrado con la comunidad y asumió muchos asientos en las organizaciones basadas en la comunidad. 15:54 - Involved in Erie County Manpower Council José was involved in the Erie County Manpower Advisory Council. He was very active while he was the chairman of PRCC. He was very involved in the community. He was very concerned about getting more Hispanics into county positions. He worked to turn English only county jobs into bilingual positions. Because of this change he was able to get more Hispanics into county jobs. José fue involucrado en el Erie County Manpower Advisory Council. Él estaba muy activo en la comunidad durante su tiempo como jefe de PRCC. Se preocupaba mucho por la falta de hispanos en los puestos del condado. Él quiso cambiar los puestos de solo anglosajona a los que eran bilingües. Este cambio dio espacio para llenar los puestos de condado con los hispanos. 16:56 - COSSCO on Main Street The Consortium of Spanish Speaking Community Organizations (COSSCO) was located on Main Street. Gilbert Hernández was influential in putting together this consortium. They used Federal funding to develop programming. The PRCC was part of the Consortium. They provided training programs to the Hispanic community. They were in fields such as nursing and construction. �El Consortium of Spanish Speaking Community Organizations (COSSCO) estaba ubicado en Main Street. PRCC era parte del consorcio. Los fondos federales le dieron oportunidades de proporcionar entrenamiento a la comunidad minoritaria. El entrenamiento era en las carreras de la construcción y la enfermería. 18:52 - PRCC became very prominent on the Westside PRCC became a prominent presence on the Lower Westside. It started to offer popular programs to the community. PRCC empezó a ser una presencia prominente en el Lower Westside. Sus programas se pusieron muy populares en la comunidad. 29:38 - 4th president of PODER José Pizarro was the 4th president of PODER. José Pizarro era el cuarto presidente de la organización PODER. 31:47 - Students hold University at Buffalo president hostage Students at the University at Buffalo held the university president hostage in his office in protest because they wanted the professional schools to accept more minority students to their programs. Unos estudiantes de la Universidad a Búfalo secuestraron al presidente de la universidad en su oficina en protesta porque quería que las Facultades profesionales aceptaran más estudiantes minoritarios a sus programas. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Buffalo, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 0:48:59 Time Summary A summary of an interview given for different time stamps throughout the interview 0:26 - Introduction to Jose Pizarro José introduces himself. José se presenta. 1:38 - Service during Vietnam José served in the Vietnam War. He was a part of the war when the Vietcong attacked the different U.S. Military Bases. José was not hurt during the attacks. José sirvió en la Guerra Vietnam. Él era parte de la guerra cuando el Vietcong atacó a los bases militares de los EEUU. Él no estaba herido durante los ataques. 2:09 - Left Marine Corps, worked in NYC and ended up in Buffalo José left the Marine Corps in 1969 and then moved to New York City in search of work. He worked in a school in New York City for one year and then eventually ended up in Buffalo. José dejó las Marinas en el año 1969 y luego se mudó a Nueva York en búsqueda de trabajo. Él trabajó en una escuela en la Ciudad de Nueva York por un año y eventualmente llegó a Búfalo. 2:28 - Accepted to EPIS program José Pizarro was accepted to the EPIS program at the University at Buffalo. This program was set up to give scholarships and educational opportunities to minority students. Se aceptó a José Pizarro al programa de EPIS a la Universidad a Búfalo. Este programa era establecido para darles becas y oportunidades educativas a los estudiantes minoritarios. 3:12 - Met wife while in school and were a part of PODER José met his wife Evelyn at the University at Buffalo. Both of them were members of PRCC. They were both very civically active. José conoció a su esposa a la Universidad de Búfalo. Ambos eran parte de PRCC. Ambos eran muy activas en la comunidad. 3:40 - A part of nationwide riots in the universities PRCC was part of nationwide riots in the University. They were protesting the Law and Medical Schools. They wanted both schools to accept more minorities. They were part of the UB riots with some of his fellow community members. PRCC era parte de unos disturbios en las universidades. Ellos protestaron las Facultades de Medicina y Derecho. Querían que estos departamentos aceptaran más estudiantes minoritarios a sus programas. Ellos protestaron con unos compañeros de la comunidad universitaria. 4:20 - Created Puerto Rican Studies José was part of a group of university students who helped create the Puerto Rican Studies program at the University at Buffalo. José era parte de un grupo de estudiantes universitarios que crearon un programa de los Estudios Puertorriqueños a la Universidad a Búfalo. 5:03 - Turn to the community After they succeeded in bringing more Hispanic students to the professional programs at UB, they returned to the community and created training programs in the Buffalo Public Schools. They started tutoring programs for elementary and secondary students. Después de tener tanto éxito con la entrega de estudiantes minoritarios a los programas profesionales en la Universidad de Búfalo, regresaron a la comunidad en Búfalo. Construyeron unos programas de entrenamiento comunitario. Ellos empezaron un programa de tutoría en las escuelas públicas para los estudiantes primarios y secundarios. 5:36 - Used student funds to help fix up the Niagara Daycare Center They used student funds to help fix the Niagara Daycare Center. Usaron los fondos de los estudiantes para ayudar a reparar el Niagara Daycare Center. 6:09 - Niagara Daycare was for the community PRCC sponsored a daycare program on the Lower Westside. They recognized that there weren't any accessible day care programs there and decided to open one up specifically catered to the community. PRCC patrocinó un programa de guardaría para las familias en el Westside. Reconocieron que no había un lugar accesible para los hispanos en esta parte de la ciudad y decidieron que querían crear uno específicamente para esa población. 6:36 - What to do after graduation José didn't know what do after he graduated from college. They decided to continue working with the community and set up PRCC. José no sabía qué hacer después de graduarse. Ellos decidieron a seguir trabajando con la comunidad entonces establecieron la organización PRCC. 7:26 - 10-15 people in PRCC There were 10-15 people involved in the PRCC at this time. They got together to protest the construction of the Amherst Campus. They wanted the Campus to be built downtown so it would provide jobs to the African American and Hispanic communities in the city. They were not successful because of the large amounts of money and politics behind it. They were successful in bringing minorities into the construction industry. Hubo entre 10 y 15 personas en el PRCC en este momento. Se juntaron para protestar la construcción del nuevo campus en Amherst. Querían que la Universidad lo construyera en el centro para desarrollar oportunidades de trabajo para los americanos africanos y los hispanos en la ciudad. Perdieron esa lucha pero lograron a introducir unas personas minorías al sector de la construcción. 8:46 - BUILD funds PRCC office Project BUILD helped fund the PRCC office on Virginia Street. It was a small office but it didn't have many financial resources. El Proyecto BUILD ayuda a financiar la oficina de PRCC en la Calle Virginia. Era una oficina muy pequeña pero no tenía muchos recursos financieros. 9:00 - Building was located on the corner of Maryland and Prospect The PRCC building was originally located on Maryland and Prospect Street. They eventually moved to Virginia Street and Prospect Street. They wanted to create a learning center to help the Hispanic Community. El edificio de PRCC originalmente estaba en la esquina de las calles de Maryland and Prospect. Después se mudó a una casa en la esquina de las calles Virginia y Prospect. Ellos querían construir un centro para ayudar a los hispanos viviendo en el vecindario. 11:00 - Alianza sold building on Virginia St to PRCC Alianza sold the building on Virginia Street to PRCC. This building eventually became what is today Hispanics United of Buffalo. Alianza le vendió el edificio en la Calle Virginia a PRCC. Este edificio es hoy en día el de Hispanos Unidos de Búfalo. 11:43 - 3 or 4 organizations came together to become HUB 3 or 4 community based organizations came together to form what is today Hispanics United of Buffalo. 3 o 4 organizaciones basadas en la comunidad se juntaron para formar lo que es hoy en día la organización Hispanos Unidos de Búfalo. 12:32 - PRCC becomes involved with Puerto Rican Day Parade PRCC helped with the Puerto Rican Day Parade. At the time it was called the Virginia Street Festival. PRCC ayudó con la planificación del Desfile Puertorriqueño. En ese momento se lo nombró el Carnaval de la Calle Virginia. 13:29 - The parade lasted at least 3 or 4 years The Puerto Rican Day Parade lasted for at least 3 to 4 years before they stopped organizing it. El Desfile Puertorriqueño duró por lo menos 3 a 4 años antes de dejarlo. 14:29 - Involvement in many committees José was very involved with the community and sat on various community based committees. José fue muy involucrado con la comunidad y asumió muchos asientos en las organizaciones basadas en la comunidad. 15:54 - Involved in Erie County Manpower Council José was involved in the Erie County Manpower Advisory Council. He was very active while he was the chairman of PRCC. He was very involved in the community. He was very concerned about getting more Hispanics into county positions. He worked to turn English only county jobs into bilingual positions. Because of this change he was able to get more Hispanics into county jobs. José fue involucrado en el Erie County Manpower Advisory Council. Él estaba muy activo en la comunidad durante su tiempo como jefe de PRCC. Se preocupaba mucho por la falta de hispanos en los puestos del condado. Él quiso cambiar los puestos de solo anglosajona a los que eran bilingües. Este cambio dio espacio para llenar los puestos de condado con los hispanos. 16:56 - COSSCO on Main Street The Consortium of Spanish Speaking Community Organizations (COSSCO) was located on Main Street. Gilbert Hernández was influential in putting together this consortium. They used Federal funding to develop programming. The PRCC was part of the Consortium. They provided training programs to the Hispanic community. They were in fields such as nursing and construction. El Consortium of Spanish Speaking Community Organizations (COSSCO) estaba ubicado en Main Street. PRCC era parte del consorcio. Los fondos federales le dieron oportunidades de proporcionar entrenamiento a la comunidad minoritaria. El entrenamiento era en las carreras de la construcción y la enfermería. 18:52 - PRCC became very prominent on the Westside PRCC became a prominent presence on the Lower Westside. It started to offer popular programs to the community. PRCC empezó a ser una presencia prominente en el Lower Westside. Sus programas se pusieron muy populares en la comunidad. 29:38 - 4th president of PODER José Pizarro was the 4th president of PODER. José Pizarro era el cuarto presidente de la organización PODER. 31:47 - Students hold University at Buffalo president hostage Students at the University at Buffalo held the university president hostage in his office in protest because they wanted the professional schools to accept more minority students to their programs. Unos estudiantes de la Universidad a Búfalo secuestraron al presidente de la universidad en su oficina en protesta porque quería que las Facultades profesionales aceptaran más estudiantes minoritarios a sus programas. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource José Pizarro Complete Interview Creator An entity primarily responsible for making the resource José Pizarro (Interviewee) Maritza Vega (Interviewer) Description An account of the resource This interview with José Pizarro was conducted by Maritza Vega on July 28, 2014 in Buffalo, NY. José Pizarro is a Puerto Rican Vietnam War Veteran who later went on to become deeply involved with the Hispanic community in the City of Buffalo. José served in the Marines and later moved to New York City where he lived in Spanish Harlem. After, he was accepted into the EPIS program at the State University of New York at Buffalo where he met his wife, Evelyn. While in the university, José was actively involved in the university affiliated group PODER through which he became involved in the Hispanic community. Along with his wife Evelyn, he was an activist for equal opportunity in professional degree granting programs in the university, community organizing and support and the development of the Puerto Rican Chicano Committee which provided support to members of the Hispanic community. José also discusses other smaller organizations and their goals for the community as well as annual festivities such as the Puerto Rican Day Parade. Esta entrevista con José Pizarro fue conducida por Maritza Vega el 28 de julio del año 2014 en Búfalo, NY. José Pizarro es un veterano puertorriqueño de la Guerra Vietnam quien más tarde logró de ser profundamente involucrado en la comunidad hispana en la ciudad de Búfalo. José sirvió en las Marinas y más tarde se mudó a la ciudad de Nueva York donde vivió en Harlem español. Después fue aceptado al programa de EPIS a la Universidad Estatal de Nueva York a Búfalo donde conoció a su esposa, Evelyn. Mientras estudiaba en la universidad, José fue activamente involucrado en el grupo universitario por el nombre PODER a través de cual le llevó directamente a la asistencia de la comunidad hispana. Al lado de su esposa Evelyn, fue un activista por la oportunidad igual a los hispanos y los minoritarios en los programas profesionales en la universidad, la organización civil de la comunidad y el desarrollo del Puerto Rican Chicano Committee lo cual le ofrece a la comunidad hispana recursos vitales. José también explica las otras organizaciones más pequeñas y sus metas para la comunidad tanto como los festivales anuales como el Desfile Puertorriqueño. Date A point or period of time associated with an event in the lifecycle of the resource 2014-07-24 Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource English Relation A related resource Buffalo & Erie County Public Library Digital Collections Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Community Involvement Education Hispanic Culture Military