14 10 143 http://omeka.buffalolib.org/files/original/2089dbb457cc479473639c021afbd37f.mp3 f11889300e0c3f00dad9f9e4dea4d29f http://omeka.buffalolib.org/files/original/8aa75f3efc3b93f155927e6295abe764.pdf 6788c86e88ed5ccefc0fae9457cbf2bb PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Juan Alsace Interview Location: Buffalo, NY Interview Date: 8/29/2012 Interview Conducted by: Stephanie Bucalo Duration: 40:14 Executive Summary Juan is 81 years old and he was born in Santo Domingo in 1931. He came to the United States in 1955 to achieve a better life for his family. He and his family spent two years in New York City before coming to Buffalo in 1958. Juan and his wife were married in Santo Domingo in 1952. They met through the Spanish club in Santo Domingo. Juan's wife was an American citizen through her father, who was Puerto Rican. His wife's brother lived in Buffalo at the time. Her brother came from Puerto Rico to Buffalo. He worked in a plant in Niagara. When they first arrived, they lived in the West Side. There were about six Hispanic families living in the West Side at the time and they all became friends. They belonged to the Spanish club in Buffalo while their children were growing up. Their daughter has been very involved in bilingual education in Buffalo. Juan and his wife worked while they were in New York. It was difficult for his wife to find work because she came alone before Juan arrived and she didn't speak English. Juan quickly found work when he arrived in Buffalo and worked in the same place for 35 years (1958-1984). His wife worked in a factory called Fibron Products for many years. In 1955 there was a revolution in Santo Domingo during the Trujillo dictatorship. Juan and his wife talk about how dangerous it was to go against Trujillo during this time. Juan's family had problems during the revolution so Juan brought his father to Buffalo. At first, Trujillo was not going to allow Juan to go to the United States, but his mother was a friend of one of Trujillo's sisters, who helped him arrive. Juan wrote a letter to President Kennedy in 1962 because his cousin was in jail. He never got an answer to the letter. They went back to Santo Domingo to live for seven years and then decided to return to Buffalo. Juan explains that it is very important for the Latin American community in the United States to vote. He thinks that they are listening to the Latin American community more now because of the size of the population. He thinks that the education of the Latin American community in Buffalo has improved since he arrived in 1955. Resumen Ejecutivo: �Juan tiene 82 años y nació en Santo Domingo en el año 1931. Él vino a los Estados Unidos en el año 1955 para crear una vida mejor para su familia. Él y su familia pasaron dos años en la Ciudad de Nueva York antes de venir a Búfalo en el año 1958. Juan y su esposa se casaron en Santo Domingo en el año 1952. Ellos se conocieron por el club español en Santo Domingo. La esposa de Juan era ciudadana estadounidense por su padre, quien era puertorriqueño. Su hermano vino de Puerto Rico a Búfalo. Él trabajaba en una planta en Niagara. Cuando ellos primero llegaron, ellos vivieron al lado del oeste de la ciudad. Habían alrededor de seis familias hispanas viviendo en este vecindario al tiempo y todos se pusieron amigos. Ellos pertenecían al club español en Búfalo mientras crecían a sus hijos. Su hija se ha sido involucrada en el programa educativo bilingüe en Búfalo. Juan y su esposa trabajaron mientras estaban en la Ciudad de Nueva York. Fue muy difícil encontrar trabajo para su esposa porque no habló el inglés. Rápidamente Juan encontró un puesto cuando llegó a Búfalo y trabajaba en el mismo lugar por 35 años (1958-1984). Su esposa trabajó en una factoría llamada Fibron Products por muchos años. En el año 1955 sucedió una revolución en Santo Domingo durante la dictadura de Trujillo. Juan y su esposa hablan del peligro del tiempo especialmente si uno fue contra de sus creencias de Trujillo. La familia de Juan tuvo problemas durante la revolución entonces Juan llevó a su padre a Búfalo. Al inicio, Trujillo no iba a permitirle a Juan que se vaya a los EEUU, pero su madre era amiga de una de las hermanas de Trujillo, quien lo ayudó irse. Juan escribió una carta al Presidente Kennedy en el año 1962 porque su primo fue encarcelado. Él nunca recibió una respuesta de la carta. Ellos regresaron a Santo Domingo para vivir por siete años y después decidieron a regresar a Búfalo. Juan explica que el voto es muy importante para la comunidad latinoamericana en los EEUU. Él cree que el gobierno estadounidense escucha más y más a la comunidad latinoamericana por el tamaño de la población viviendo en el país. Él cree que la educación de los latinoamericanos en Búfalo se ha mejorado desde su llegada en el año 1955. Story Clips: 0:00 - Juan presents himself Juan states his name, age, birthdate and birthplace. Juan nos da su nombre, su edad, fecha de nacimiento y lugar de nacimiento. 1:33 - Arriving in the United States Juan states that his wife came to the United States almost a year before he arrived. They lived in New York City from 1955-58. They moved to Buffalo in 1958 because his brother-in-law was already living there. His wife's brother �worked in a plant. He did not grow up with his wife's family- he grew up in Puerto Rico. Juan dice que su esposa vino a los Estados Unidos casi un año antes de él. Vivieron en la ciudad de Nueva York desde el año 1955 hasta el año 1958. Se mudaron a Búfalo en el año 1958 porque su cuñado ya estaba viviendo allí. Su cuñado trabajaba en una factoría. Él no se creció con la familia de la esposa de Juan porque se creció en Puerto Rico. 3:34 - Finding Work Juan and his wife both worked when they lived in New York City. It was very difficult for Juan's wife to find work in New York because was alone and didn't speak English when she first arrived. Juan found work quickly after arriving in Buffalo. He worked in the same factory for 35 years from 19581984. Juan's wife worked in a factory called Fibron Products for many years. Her mother came to Buffalo to help take care of her children. Juan y su esposa trabajaron en Nueva York. Para la esposa de Juan fue difícil encontrar trabajo en Nueva York porque estaba sola y no hablaba inglés cuando llegó. Su esposa trabajaba en una factoría llamada Fibron Products por muchos años. Su madre vino a Búfalo para cuidar a sus hijos. Juan consiguió trabajo después de llegar a Búfalo. Trabajaba en la misma factoría por 35 años desde el año 1958 hasta el año 1984. 6:22 - Juan's Children Juan and his wife talk about their children and where they are now. Juan y su esposa hablan de sus hijos y donde están ahora. 8:00 - Letter to President Kennedy Juan and his wife talk about the revolution in Santo Domingo and the letter that he wrote to President Kennedy to alert him to what was going on in Santo Domingo under the Trujillo dictatorship. Juan's father died in a tragic accident. Hablan de la revolución en Santo Domingo y la carta que escribió Juan al Presidente Kennedy para avisarle a lo que estaba pasando en Santo Domingo bajo la dictadura de Trujillo. El padre de Juan murió en un accidente. 10:52 - Their Daughter's Tragic Accident �Juan and his wife describe their daughter's tragic death in New York when a piece of a building fell and hit her. Juan y su esposa describen la muerte de su hija mayor en Nueva York. Murió cuando un pedazo de un edificio se cayó. 12:37 - Santo Domingo Under Trujillo Juan describes the letter that he wrote to Kennedy in greater detail. He and his wife talk about the difficulty of life in Santo Domingo under the Trujillo dictatorship. It was difficult for Juan to gain permission to come to the United States because Trujillo thought he would speak against the dictatorship. Juan describe la carta que escribió al presidente Kennedy con más detalle. Hablan de la dificultad de la vida en Santo Domingo bajo la dictadura de Trujillo. Fue difícil para Juan conseguir el permiso para entrar en los Estados Unidos porque Trujillo creía que iba a hablar en contra de la dictadura. 16:36 - Life in Buffalo Life in Buffalo was easier for Juan and his family than living in New York City. When they first arrived in Buffalo in 1958 they lived on the West Side. The neighborhood was nice when they lived there. There were a few other Hispanic families living in Buffalo at the time. They all became friends. When Juan's wife first arrived in Buffalo there were hardly any Hispanic families. Al vivir en Búfalo era más fácil para Juan y su familia que vivir en la ciudad de Nueva York. Cuando llegaron a Búfalo en el año 1958 vivieron en la zona del oeste. El barrio estaba tranquilo. Había algunas familias latinoamericanas en Búfalo en este momento. Todos se pusieron amigos. Cuando la esposa de Juan llegó a Búfalo por primera vez no había una cultura hispana ni familias hispanas. 20:57 - Spanish Club Juan's wife describes their involvement in Buffalo's Spanish club, her work for Meals on Wheels, and volunteering in her children's' schools. La esposa de Juan describe su involucramiento en el club español de Búfalo, su trabajo en Meals on Wheels, y su experiencia trabajando en las escuelas de sus hijos. 23:41 - Daughter's Influence in Bilingual Education �Their daughter is very involved in bilingual education in Buffalo. Su hija se involucra mucho en la educación bilingüe en Búfalo. 26:29 - Returning to Santo Domingo They went back to live in Santo Domingo for seven years. They came back to Buffalo in the end. Volvieron a vivir en Santo Domingo por siete años pero al final regresaron a Búfalo. 27:55 - Juan and his Wife Juan and his wife were married in 1952. They met at a Spanish club in Santo Domingo. Her father was Puerto Rican but she was born in Santo Domingo. She was an American citizen through her father. Juan y su esposa se casaron en el año 1952. Se conocieron en el club español en Santo Domingo. El padre de su esposa era puertorriqueño pero ella nació en Santo Domingo. Era ciudadana de los Estados Unidos a través de su padre. 29:41 - Differences in Hispanic Community Juan talks about how the Latin American vote is much more important now than when he arrived. He thinks that the education of the Hispanic community in Buffalo has improved and that there are more opportunities for work now. Juan describe como el voto latinoamericano en los Estados Unidos lleva más importancia hoy en día. Cree que la educación de la comunidad hispana en Búfalo se ha mejorado y que ahora hay más trabajo. 35:25 - Final Thoughts Juan describes how he came to the United States with seven dollars in his pocket. Juan describe cómo llegó a los Estados Unidos con siete dólares. � 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.) 40:14 Time Summary A summary of an interview given for different time stamps throughout the interview 0:00 - Juan presents himself Juan states his name, age, birthdate and birthplace. Juan nos da su nombre, su edad, fecha de nacimiento y lugar de nacimiento. 1:33 - Arriving in the United States Juan states that his wife came to the United States almost a year before he arrived. They lived in New York City from 1955-58. They moved to Buffalo in 1958 because his brother-in-law was already living there. His wife's brother worked in a plant. He did not grow up with his wife's family- he grew up in Puerto Rico. Juan dice que su esposa vino a los Estados Unidos casi un año antes de él. Vivieron en la ciudad de Nueva York desde el año 1955 hasta el año 1958. Se mudaron a Búfalo en el año 1958 porque su cuñado ya estaba viviendo allí. Su cuñado trabajaba en una factoría. Él no se creció con la familia de la esposa de Juan porque se creció en Puerto Rico. 3:34 - Finding Work Juan and his wife both worked when they lived in New York City. It was very difficult for Juan's wife to find work in New York because was alone and didn't speak English when she first arrived. Juan found work quickly after arriving in Buffalo. He worked in the same factory for 35 years from 1958-1984. Juan's wife worked in a factory called Fibron Products for many years. Her mother came to Buffalo to help take care of her children. Juan y su esposa trabajaron en Nueva York. Para la esposa de Juan fue difícil encontrar trabajo en Nueva York porque estaba sola y no hablaba inglés cuando llegó. Su esposa trabajaba en una factoría llamada Fibron Products por muchos años. Su madre vino a Búfalo para cuidar a sus hijos. Juan consiguió trabajo después de llegar a Búfalo. Trabajaba en la misma factoría por 35 años desde el año 1958 hasta el año 1984. 6:22 - Juan's Children Juan and his wife talk about their children and where they are now. Juan y su esposa hablan de sus hijos y donde están ahora. 8:00 - Letter to President Kennedy Juan and his wife talk about the revolution in Santo Domingo and the letter that he wrote to President Kennedy to alert him to what was going on in Santo Domingo under the Trujillo dictatorship. Juan's father died in a tragic accident. Hablan de la revolución en Santo Domingo y la carta que escribió Juan al Presidente Kennedy para avisarle a lo que estaba pasando en Santo Domingo bajo la dictadura de Trujillo. El padre de Juan murió en un accidente. 10:52 - Their Daughter's Tragic Accident Juan and his wife describe their daughter's tragic death in New York when a piece of a building fell and hit her. Juan y su esposa describen la muerte de su hija mayor en Nueva York. Murió cuando un pedazo de un edificio se cayó. 12:37 - Santo Domingo Under Trujillo Juan describes the letter that he wrote to Kennedy in greater detail. He and his wife talk about the difficulty of life in Santo Domingo under the Trujillo dictatorship. It was difficult for Juan to gain permission to come to the United States because Trujillo thought he would speak against the dictatorship. Juan describe la carta que escribió al presidente Kennedy con más detalle. Hablan de la dificultad de la vida en Santo Domingo bajo la dictadura de Trujillo. Fue difícil para Juan conseguir el permiso para entrar en los Estados Unidos porque Trujillo creía que iba a hablar en contra de la dictadura. 16:36 - Life in Buffalo Life in Buffalo was easier for Juan and his family than living in New York City. When they first arrived in Buffalo in 1958 they lived on the West Side. The neighborhood was nice when they lived there. There were a few other Hispanic families living in Buffalo at the time. They all became friends. When Juan's wife first arrived in Buffalo there were hardly any Hispanic families. Al vivir en Búfalo era más fácil para Juan y su familia que vivir en la ciudad de Nueva York. Cuando llegaron a Búfalo en el año 1958 vivieron en la zona del oeste. El barrio estaba tranquilo. Había algunas familias latinoamericanas en Búfalo en este momento. Todos se pusieron amigos. Cuando la esposa de Juan llegó a Búfalo por primera vez no había una cultura hispana ni familias hispanas. 20:57 - Spanish Club Juan's wife describes their involvement in Buffalo's Spanish club, her work for Meals on Wheels, and volunteering in her children's' schools. La esposa de Juan describe su involucramiento en el club español de Búfalo, su trabajo en Meals on Wheels, y su experiencia trabajando en las escuelas de sus hijos. 23:41 - Daughter's Influence in Bilingual Education Their daughter is very involved in bilingual education in Buffalo. Su hija se involucra mucho en la educación bilingüe en Búfalo. 26:29 - Returning to Santo Domingo They went back to live in Santo Domingo for seven years. They came back to Buffalo in the end. Volvieron a vivir en Santo Domingo por siete años pero al final regresaron a Búfalo. 27:55 - Juan and his Wife Juan and his wife were married in 1952. They met at a Spanish club in Santo Domingo. Her father was Puerto Rican but she was born in Santo Domingo. She was an American citizen through her father. Juan y su esposa se casaron en el año 1952. Se conocieron en el club español en Santo Domingo. El padre de su esposa era puertorriqueño pero ella nació en Santo Domingo. Era ciudadana de los Estados Unidos a través de su padre. 29:41 - Differences in Hispanic Community Juan talks about how the Latin American vote is much more important now than when he arrived. He thinks that the education of the Hispanic community in Buffalo has improved and that there are more opportunities for work now. Juan describe como el voto latinoamericano en los Estados Unidos lleva más importancia hoy en día. Cree que la educación de la comunidad hispana en Búfalo se ha mejorado y que ahora hay más trabajo. 35:25 - Final Thoughts Juan describes how he came to the United States with seven dollars in his pocket. Juan describe cómo llegó a los Estados Unidos con siete dólares. 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 Juan Alsace Creator An entity primarily responsible for making the resource Juan Alsace (Interviewee) Stephanie Bucalo (Interviewer) Casimiro Rodríguez (Interviewer) Description An account of the resource Juan is 81 years old and he was born in Santo Domingo in 1931. He came to the United States in 1955 to achieve a better life for his family. He and his family spent two years in New York City before coming to Buffalo in 1958. Juan and his wife were married in Santo Domingo in 1952. They met through the Spanish club in Santo Domingo. Juan's wife was an American citizen through her father, who was Puerto Rican. His wife's brother lived in Buffalo at the time. Her brother came from Puerto Rico to Buffalo. He worked in a plant in Niagara. When they first arrived, they lived in the West Side. There were about six Hispanic families living in the West Side at the time and they all became friends. They belonged to the Spanish club in Buffalo while their children were growing up. Their daughter has been very involved in bilingual education in Buffalo. Juan and his wife worked while they were in New York. It was difficult for his wife to find work because she came alone before Juan arrived and she didn't speak English. Juan quickly found work when he arrived in Buffalo and worked in the same place for 35 years (1958-1984). His wife worked in a factory called Fibron Products for many years. In 1955 there was a revolution in Santo Domingo during the Trujillo dictatorship. Juan and his wife talk about how dangerous it was to go against Trujillo during this time. Juan's family had problems during the revolution so Juan brought his father to Buffalo. At first, Trujillo was not going to allow Juan to go to the United States, but his mother was a friend of one of Trujillo's sisters, who helped him arrive. Juan wrote a letter to President Kennedy in 1962 because his cousin was in jail. He never got an answer to the letter. They went back to Santo Domingo to live for seven years and then decided to return to Buffalo. Juan explains that it is very important for the Latin American community in the United States to vote. He thinks that they are listening to the Latin American community more now because of the size of the population. He thinks that the education of the Latin American community in Buffalo has improved since he arrived in 1955. Juan tiene 82 años y nació en Santo Domingo en el año 1931. Él vino a los Estados Unidos en el año 1955 para crear una vida mejor para su familia. Él y su familia pasaron dos años en la Ciudad de Nueva York antes de venir a Búfalo en el año 1958. Juan y su esposa se casaron en Santo Domingo en el año 1952. Ellos se conocieron por el club español en Santo Domingo. La esposa de Juan era ciudadana estadounidense por su padre, quien era puertorriqueño. Su hermano vino de Puerto Rico a Búfalo. Él trabajaba en una planta en Niagara. Cuando ellos primero llegaron, ellos vivieron al lado del oeste de la ciudad. Habían alrededor de seis familias hispanas viviendo en este vecindario al tiempo y todos se pusieron amigos. Ellos pertenecían al club español en Búfalo mientras crecían a sus hijos. Su hija se ha sido involucrada en el programa educativo bilingüe en Búfalo. Juan y su esposa trabajaron mientras estaban en la Ciudad de Nueva York. Fue muy difícil encontrar trabajo para su esposa porque no habló el inglés. Rápidamente Juan encontró un puesto cuando llegó a Búfalo y trabajaba en el mismo lugar por 35 años (1958-1984). Su esposa trabajó en una factoría llamada Fibron Products por muchos años. En el año 1955 sucedió una revolución en Santo Domingo durante la dictadura de Trujillo. Juan y su esposa hablan del peligro del tiempo especialmente si uno fue contra de sus creencias de Trujillo. La familia de Juan tuvo problemas durante la revolución entonces Juan llevó a su padre a Búfalo. Al inicio, Trujillo no iba a permitirle a Juan que se vaya a los EEUU, pero su madre era amiga de una de las hermanas de Trujillo, quien lo ayudó irse. Juan escribió una carta al Presidente Kennedy en el año 1962 porque su primo fue encarcelado. Él nunca recibió una respuesta de la carta. Ellos regresaron a Santo Domingo para vivir por siete años y después decidieron a regresar a Búfalo. Juan explica que el voto es muy importante para la comunidad latinoamericana en los EEUU. Él cree que el gobierno estadounidense escucha más y más a la comunidad latinoamericana por el tamaño de la población viviendo en el país. Él cree que la educación de los latinoamericanos en Búfalo se ha mejorado desde su llegada en el año 1955. Date A point or period of time associated with an event in the lifecycle of the resource 2012-08-29 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 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. Employment and Labor Family Migration 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/acf4ee2b8b57aae4b506b541d5be9f05.mp3 ed0574301e5a7881dcb32a47efbb2f0c http://omeka.buffalolib.org/files/original/27b7a8888dd39e457e84d5e7aec504ab.pdf e1984334515621df855b8fb4aa39707f PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: David Caban Interview Location: Buffalo, NY Interview Date: 8/20/2013 Interview Conducted by: Stephanie Bucalo Executive Summary: This interview with David Caban took place on August 20, 2013 at the Enterprise Charter School in Buffalo, NY and was conducted by Stephanie Bucalo. David was originally from New York City but received his university education at the University at Buffalo. After graduating, he stayed in Buffalo to help improve academic opportunities for the Latino population in the public school system. David soon realized the Buffalo Public Schools were not prepared to educate the growing Spanish speaking population and quickly jumped in to help develop a bilingual program at the Herman Badillo Community School on Elmwood Avenue. David, along with his fellow BPS bilingual colleagues, partnered with the community to identify how to best cater to the academic needs of the Spanish speaking community. He recognized that complete bilingualism was key to maintaining the Spanish language and culture, but also to help students prepare themselves for college and the workforce. Over the years David has been instrumental in furthering the success of the Herman Badillo Community School as well as implementing a bilingual program at the Olmstead Elementary School. In this interview, David discusses the importance of maintaining the Spanish language within the Latino community as well as the struggles that Latino students at Herman Badillo face as they live at a lower socioeconomic level than the more affluent students at Olmstead Elementary School. David strongly stresses the need for community and family intervention in all aspects of their child’s education. Resumen Ejecutivo: Esta entrevista tomó lugar el 20 de agosto de 2013 al Enterprise Charter SChool en Búfalo, NY y fue conducida por Stephanie Bucalo. Originalmente David es de la Ciudad de Nueva York pero vino a Búfalo para recibir su educación a la Universidad de Búfalo. Después de graduarse, se quedó en Búfalo y ayudó a mejorar las oportunidades educativas para la población latina en el sistema público de escuelas. Justo se dio cuenta que los Buffalo Public Schools no estaban listos a educar a los estudiantes hispanohablantes y se involucró �rápidamente para desarrollar un programa bilingüe en Herman Badillo Community School en la Avenida Elmwood. David, al lado de sus colegas de BPS, trabajaba con la comunidad para identificar la mejor manera de tratar las necesidades educativas de la comunidad hispanohablante. Él reconoció que el bilingüismo completo era clave en el mantenimiento de la lengua española y la cultura, pero también para ayudarlos a los estudiantes para la entrada en la universidad y la fuerza laboral. Sobre los años David ha sido fundamental en el progreso y el éxito del Herman Badillo Community School tanto como la implementación del programa bilingüe al Olmstead Elementary School. En esta entrevista, David expresa la importancia del mantenimiento el lenguaje español dentro de la comunidad latina tanto como los desafíos que los estudiantes latinos enfrentan porque viven a un nivel socioeconómico más bajo que los estudiantes afluentes que asisten al Olmstead Elementary School. David enfatiza fuertemente que es necesario que la comunidad y la familia intervenga en los asuntos educativos de sus niños para crear el mejor estudiante. Story Clips: 0:12 - A brief introduction David Caban gives a brief introduction about himself. David se presenta con una introducción. 0:42 - Educated in Buffalo David came to Buffalo to attend the university. He is originally from New York City. He received all of his degrees in Buffalo and has since become an integral part of the education system. David vino a Búfalo para asistir a la universidad donde recibió todos de sus titulados. Originalmente vino de Nueva York. Se quedó en Búfalo y se integró al sistema educativo. 1:15 - How did David get involved with the Hispanic community? David explains how he became involved with the Hispanic community. He learned about the challenges Hispanics faced in Buffalo from friends he met in the university. �David explica cómo se involucró con la comunidad hispana. Él aprendió sobre los desafíos que enfrentaron a los hispanos en Búfalo de unos amigos que conoció en la universidad. 2:43 - Community members help select new bilingual teachers Members of the community formed a team and helped select new bilingual teachers. This was the first time people outside of the administration and school had the opportunity to choose faculty for the bilingual program. Unos miembros de la comunidad formaron un equipo y hicieron entrevistas con los nuevos candidatos de los puestos bilingües. Era la primera vez que unos miembros de la comunidad participaban en las entrevistas de los nuevos maestros y influyen las decisiones de quién iba a ser una parte del programa bilingüe. 3:50 - Hispanic community leaders get involved in bilingual education The Hispanic community leaders helped design the bilingual program. Los líderes de la comunidad hispana ayudaron a construir el programa bilingüe. 8:37 - BPS didn't know what to do with the growing Hispanic student population Initially the Buffalo Public Schools didn't know how to best teach the growing Spanish speaking population. They did not have bilingual teachers or curriculum for Spanish speaking students. Al inicio los Buffalo Public Schools no sabían enseñar a los estudiantes hispanohablantes crecientes. Ya no había un programa bilingüe desarrollado. Tampoco eran maestros bilingües ni currículo en español. 9:51 - Programs in Dade County and Texas were the first to have bilingual programs The committee members got ideas for a bilingual program from Dade County and Texas. These two places were the first to implement bilingual programs in their public schools. Los miembros del comité consiguió ideas de Dade County y Texas. Ambos lugares eran los primeros que empezaron un programa bilingüe en las escuelas públicas. �10:57 - Self contained vs Pull out classes David explains the difference between a self contained class versus a pull out class. David explica la diferencia entre las clases autónomas y las de los estudiantes que salen a otras aulas. 11:17 - Screened teachers were placed in schools with large numbers of Spanish speaking students The teachers who were selected during the community interviewing process were placed where there were large Spanish speaking populations. Se mandaron a los maestros que fueron elegidos por el comité de la comunidad a las escuelas con las poblaciones más grandes en la ciudad. 11:58 - Apply for Federal funding in academic year 1972-1973 A committee of community members applied for Federal funding to start a bilingual program in the Buffalo Public Schools in 1972-1973. Un comité de miembros comunitarios se solicitó de una fuente federal para empezar un programa bilingüe en los Buffalo Public Schools. 13:13 - The meaning of self-containment David explains what takes place in a self-contained classroom. David explica lo que toma lugar en un aula autónomo. 14:01 - The benefits of having a self contained classroom There were many benefits to having a self contained classroom. The teacher could instruct the same kids all day long without changing classes. Habían muchos beneficios de las aulas autónomas. Los maestros pueden dar clases a los mismos estudiantes por todo el día sin cambio. 14:35 - Herman Badillo program was the ideal Herman Badillo is located right within the Spanish speaking community. The committee felt that this school was the ideal location for the first bilingual program. �Se ubica Herman Badillo justo dentro de la comunidad hispanohablante. El comité pensó que Herman Badillo era la escuela perfecta para el primer programa bilingüe. 15:39 - Why strip the child of their native language David doesn't think the education system should strip the kids of their native language. David no cree que el sistema educativa deba robar a los estudiantes de su lengua nativa. 17:09 - Bilingual program evolves The bilingual program evolves as more students become a part of it. El programa bilingüe evoluciona como más estudiantes entraron en el programa. 18:57 - Transitional vs Maintenance Bilingual Program David explains the difference between a transitional bilingual program and a maintenance bilingual program. Transitional bilingual programs are for students who are ready to move into an English only classroom. Maintenance bilingual programs are for students who need to work on maintaining their Spanish. David explica la diferencia entre un programa bilingüe transicional y un programa bilingüe de mantenimiento. El programa bilingüe transicional era para ayudar a los estudiantes que van a un program solamente en inglés. El programa bilingüe de mantenimiento era un programa para ayudar a los estudiantes que necesitan mantener el español. 19:56 - We wanted to maintain their Spanish David explains that the committee who set up the bilingual program wanted the students to maintain their Spanish but also learn English. David explica que el comité quería que los estudiantes mantuvieran el español pero al mismo tiempo aprendieran el inglés 20:27 - Spanish predominant students continued with their education Spanish predominant students continued with their education even if they weren't fully bilingual. �Los estudiantes hispanohablantes siguieron con su educación aunque no eran completamente bilingües. 22:31 - The bilingual classroom became attractive to other students Other students wanted to be a part of the bilingual classroom too. Students who only spoke English began to see the benefits of the bilingual classroom. Otros estudiantes querían ser parte del aula bilingüe. Los estudiantes anglosajones empezaron a ver los beneficios de ser bilingüe. 23:58 - Their needs were being met academically As the bilingual services increased within the Buffalo Public Schools, the students started to succeed. Cómo aumentaron los servicios bilingües dentro de los Buffalo Public Schools, los estudiantes empezaron a tener más éxito. 25:09 - Families were coming from Puerto Rico not the Bronx or Brooklyn At this time, families were coming to Buffalo, not the Bronx. This meant that many of these students had never received instruction in English. Prior to this new wave, Puerto Rican migrants were coming from New York City where they were already accustomed to the education system in English. En esa época, las familias vinieron a Búfalo de Puerto Rico y no del Bronx. Este quería decir que era posible que los estudiantes nunca hubiera recibido instrucción en inglés. La ola anterior vino de Nueva York y los estudiantes ya estaban acostumbrados al sistema educativa en inglés. 26:41 - Parents supported bilingual program at Herman Badillo Parents in the neighborhood supported the creation of the Herman Badillo bilingual community school. Los padres en el vecindario apoyaron a la creación de la Escuela Bilingüe Herman Badillo. 27:53 - Bilingual programs were duplicated nationwide Bilingual programs begin to appear all over the country. They used the bilingual model from Dade County, Florida as an example of how they could design their own in Buffalo. �Los programas bilingües empezaron a aparecer por todo el país. Se usó el modelo del programa bilingüe en Dade County, Florida para un ejemplo de cómo se construía su propio programa bilingüe en Búfalo. 29:26 - Conflicts between Spanish and non-Spanish speaking students There were many conflicts between Spanish speaking and non-Spanish speaking students, especially those who identified with their Hispanic culture. Many Buffalonian born Hispanics never learned Spanish but still identified with their respective country/place or origin. Spanish speaking Hispanics didn't see them as the same because they couldn't speak Spanish. Hubo muchos conflictos entre los estudiantes hispanohablantes y no hispanohablantes, especialmente entre los que se identificaron con su cultura hispana. Muchos hispanos nacidos en Búfalo no aprendieron a hablar el español pero todavía se identificaron con sus países/lugares de nacimiento respectivamente. Los hispanohablantes no los consideraron lo mismo porque no hablaron español. 30:33 - Hispanic ethnic traditions David discusses different Hispanic ethnic traditions as they are celebrated within the community. David expresa las tradiciones hispanas diferentes celebradas dentro de la comunidad. Más información en seguida. 32:00 - Spanish dominant classes were not helpful Spanish dominant classes did not help Spanish speaking students in the Buffalo Public Schools. They were not exposed to English therefore they still weren't able succeed in school. Las clases dominadas por el español no ayudaron a los estudiantes porque no tenían las oportunidades para aprender el inglés. Por eso, no tenían mucho éxito en la escuela. 33:12 - There is more educational accountability David explains how the introduction of the bilingual program created more accountability for their student's education. �David explica cómo la introducción del programa bilingüe crea un sentido de contabilidad para la educación de los estudiantes. 33:47 - Full transition takes 3-5 years David explains how long it takes to fully transition a student from a monolingual environment to a bilingual environment. He says it takes 3-5 years. David explica cuánto tiempo toma para hacer la transición del estudiante de un ambiente monolingual al uno bilingüe. Toman 3-5 años. 34:59 - Where do bilingual students go after 8th grade Students who complete their bilingual education (it ends at 8th grade) go to an English only high school. By this time, if the program is successful, the students should be fully bilingual. Los estudiantes que cumplieron el programa bilingüe (termina al octavo grado) continúan su educación en una secundaria anglosajona. En ese momento, si el programa es exitosa, los estudiantes deberían ser bilingües. 37:23 - The district wasn't ready to track students The district wasn't ready to identify which students needed additional support. They didn't have the resources to provide adequate education to students who spoke languages other than Spanish. For this reason, the Hispanic community got involved. El distrito no estaba listo para identificar cuáles estudiantes necesitaron más ayuda en la escuela. No tuvieron los recursos para dar una educación apropiada a los estudiantes que hablaron otras lenguas que el inglés. Por eso, se involucró a la comunidad hispana. 40:08 - How to create a strong community school David explains how to create a strong community school. He believes that the parents have to be 100% on board with what the school is trying to accomplish to be successful. David explica cómo crear una escuela comunitaria fuerte. Dice que los padres tienen que estar de acuerdos con todo lo que trata de hacer en la escuela. 43:13 - Early bilingual program evolves into the Multilingual Department �The bilingual program eventually evolved into the Multi-Lingual Program which exists today. The Buffalo Public Schools started enrolling students from other countries where the students speak dozens of other languages. Eventualmente el program bilingüe se convirtió en el programa multilingüe, lo cual existe hoy en día. Los Buffalo Public Schools empezaron a matricular a los estudiantes de otros países donde hablaron docenas de otras lenguas. 50:13 - Addressing all languages in BPS The Buffalo Public Schools has students from all over the world. They needed to create a plan to address the growing need for language support. Los Buffalo Public Schools tienen estudiantes de varios países. Necesitaron formular un plan para atender la necesidad lingüística de los estudiantes diversos. 51:49 - How to be fully bilingual starting in Kindergarten David explains the importance of being bilingual education in Kindergarten. David explica que es necesario formar a un estudiante completamente bilingüe que empieza en Kindergarten. 54:08 - Bilingual program at Olmstead A committee, with the help of parents from the Olmstead Elementary School, begin a bilingual program. Un comité empieza, con la ayuda de los padres de la Escuela Primaria Olmstead, un programa bilingüe. 55:30 - Fisher Price mom shows you can immerse an English only child in a bilingual school A mother sent her child to Olmstead where there was a bilingual program. Students learn Spanish beginning in Kindergarten and are immersed in a Spanish only environment during a dedicated time each day. Una madre que trabajaba a Fisher Price mandó a su hijo a la Escuela Primaria Olmstead donde hay un programa bilingüe. Los estudiantes se sumergieron en un ambiente solo hispanohablante durante una temporada dedicada al lenguaje. 58:04 - Met with Olmstead parents about bilingual program �David met with the parents from Olmstead to discuss the introduction of a bilingual program. Olmstead is an elementary school with high entrance standards. It was the second school to implement a (voluntary/application based) bilingual program. David se juntó con unos padres de la Escuela Primaria Olmstead para discutir la posibilidad de introducir un programa bilingüe ahí. Olmstead es una escuela primaria que requiere un estándar de educación alto para entrar en la escuela. El programa bilingüe es voluntario y basado en un proceso de solicitud. 58:50 - Volunteered after retirement and brought the families to Puerto Rico David volunteered to help bring families from Olmstead to Puerto Rico. David se ofreció a llevar unos padres de Olmstead a Puerto Rico. 59:18 - Socioeconomic differences Socioeconomic differences determine how successful a bilingual program can be. He compares the programs at Herman Badillo and Olmstead. The students at Herman Badillo come from low income families. The students at Olmstead tend to be from affluent families. He feels that people coming from a higher socioeconomic status are more apt to be successful in a bilingual setting because they have more support around them. Las diferencias socioeconómicas determinan el éxito que un estudiante tiene en el aula bilingüe. Los estudiantes que asisten a Herman Badillo vienen de familias más humildes. Los estudiantes que asisten a Olmstead por mucha parte vienen de familias más opulentes. Él cree que el estatus socioeconómico puede tomar un rol en el éxito de un estudiante en un programa bilingüe porque hay más apoyo de sus maestros y su familia. 1:00:35 - The bilingual waiting list was extensive at Olmstead There was a very long waiting list at Olmstead for the bilingual program. Some parents who couldn't get their kids into the regular educational program signed their kids up for the bilingual program just so they could go to Olmstead. David found this funny because he was afraid the parents didn't realize their kids would also receive instruction in Spanish. Hubo una lista de esperanza larga a Olmstead para el programa bilingüe. Algunos de los padres llenaron solicitudes de entrada para el programa �bilingüe porque no podían entrar en el programa tradicional de la escuela. David tenía miedo que los padres no supieran que sus hijos recibieran instrucción en español también. 1:01:18 - Various levels of success for Spanish speaking students at Olmstead Students achieved various levels of success at Olmstead. Los estudiantes llegaron a varios niveles de éxito a Olmstead. � 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 Enterprise Charter School, Buffalo, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:02:37 Time Summary A summary of an interview given for different time stamps throughout the interview 0:12 - A brief introduction David Caban gives a brief introduction about himself. David se presenta con una introducción. 0:42 - Educated in Buffalo David came to Buffalo to attend the university. He is originally from New York City. He received all of his degrees in Buffalo and has since become an integral part of the education system. David vino a Búfalo para asistir a la universidad donde recibió todos de sus titulados. Originalmente vino de Nueva York. Se quedó en Búfalo y se integró al sistema educativo. 1:15 - How did David get involved with the Hispanic community? David explains how he became involved with the Hispanic community. He learned about the challenges Hispanics faced in Buffalo from friends he met in the university. David explica cómo se involucró con la comunidad hispana. Él aprendió sobre los desafíos que enfrentaron a los hispanos en Búfalo de unos amigos que conoció en la universidad. 2:43 - Community members help select new bilingual teachers Members of the community formed a team and helped select new bilingual teachers. This was the first time people outside of the administration and school had the opportunity to choose faculty for the bilingual program. Unos miembros de la comunidad formaron un equipo y hicieron entrevistas con los nuevos candidatos de los puestos bilingües. Era la primera vez que unos miembros de la comunidad participaban en las entrevistas de los nuevos maestros y influyen las decisiones de quién iba a ser una parte del programa bilingüe. 3:50 - Hispanic community leaders get involved in bilingual education The Hispanic community leaders helped design the bilingual program. Los líderes de la comunidad hispana ayudaron a construir el programa bilingüe. 8:37 - BPS didn't know what to do with the growing Hispanic student population Initially the Buffalo Public Schools didn't know how to best teach the growing Spanish speaking population. They did not have bilingual teachers or curriculum for Spanish speaking students. Al inicio los Buffalo Public Schools no sabían enseñar a los estudiantes hispanohablantes crecientes. Ya no había un programa bilingüe desarrollado. Tampoco eran maestros bilingües ni currículo en español. 9:51 - Programs in Dade County and Texas were the first to have bilingual programs The committee members got ideas for a bilingual program from Dade County and Texas. These two places were the first to implement bilingual programs in their public schools. Los miembros del comité consiguió ideas de Dade County y Texas. Ambos lugares eran los primeros que empezaron un programa bilingüe en las escuelas públicas. 10:57 - Self contained vs Pull out classes David explains the difference between a self contained class versus a pull out class. David explica la diferencia entre las clases autónomas y las de los estudiantes que salen a otras aulas. 11:17 - Screened teachers were placed in schools with large numbers of Spanish speaking students The teachers who were selected during the community interviewing process were placed where there were large Spanish speaking populations. Se mandaron a los maestros que fueron elegidos por el comité de la comunidad a las escuelas con las poblaciones más grandes en la ciudad. 11:58 - Apply for Federal funding in academic year 1972-1973 A committee of community members applied for Federal funding to start a bilingual program in the Buffalo Public Schools in 1972-1973. Un comité de miembros comunitarios se solicitó de una fuente federal para empezar un programa bilingüe en los Buffalo Public Schools. 13:13 - The meaning of self-containment David explains what takes place in a self-contained classroom. David explica lo que toma lugar en un aula autónomo. 14:01 - The benefits of having a self contained classroom There were many benefits to having a self contained classroom. The teacher could instruct the same kids all day long without changing classes. Habían muchos beneficios de las aulas autónomas. Los maestros pueden dar clases a los mismos estudiantes por todo el día sin cambio. 14:35 - Herman Badillo program was the ideal Herman Badillo is located right within the Spanish speaking community. The committee felt that this school was the ideal location for the first bilingual program. Se ubica Herman Badillo justo dentro de la comunidad hispanohablante. El comité pensó que Herman Badillo era la escuela perfecta para el primer programa bilingüe. 15:39 - Why strip the child of their native language David doesn't think the education system should strip the kids of their native language. David no cree que el sistema educativa deba robar a los estudiantes de su lengua nativa. 17:09 - Bilingual program evolves The bilingual program evolves as more students become a part of it. El programa bilingüe evoluciona como más estudiantes entraron en el programa. 18:57 - Transitional vs Maintenance Bilingual Program David explains the difference between a transitional bilingual program and a maintenance bilingual program. Transitional bilingual programs are for students who are ready to move into an English only classroom. Maintenance bilingual programs are for students who need to work on maintaining their Spanish. David explica la diferencia entre un programa bilingüe transicional y un programa bilingüe de mantenimiento. El programa bilingüe transicional era para ayudar a los estudiantes que van a un program solamente en inglés. El programa bilingüe de mantenimiento era un programa para ayudar a los estudiantes que necesitan mantener el español. 19:56 - We wanted to maintain their Spanish David explains that the committee who set up the bilingual program wanted the students to maintain their Spanish but also learn English. David explica que el comité quería que los estudiantes mantuvieran el español pero al mismo tiempo aprendieran el inglés 20:27 - Spanish predominant students continued with their education Spanish predominant students continued with their education even if they weren't fully bilingual. Los estudiantes hispanohablantes siguieron con su educación aunque no eran completamente bilingües. 22:31 - The bilingual classroom became attractive to other students Other students wanted to be a part of the bilingual classroom too. Students who only spoke English began to see the benefits of the bilingual classroom. Otros estudiantes querían ser parte del aula bilingüe. Los estudiantes anglosajones empezaron a ver los beneficios de ser bilingüe. 23:58 - Their needs were being met academically As the bilingual services increased within the Buffalo Public Schools, the students started to succeed. Cómo aumentaron los servicios bilingües dentro de los Buffalo Public Schools, los estudiantes empezaron a tener más éxito. 25:09 - Families were coming from Puerto Rico not the Bronx or Brooklyn At this time, families were coming to Buffalo, not the Bronx. This meant that many of these students had never received instruction in English. Prior to this new wave, Puerto Rican migrants were coming from New York City where they were already accustomed to the education system in English. En esa época, las familias vinieron a Búfalo de Puerto Rico y no del Bronx. Este quería decir que era posible que los estudiantes nunca hubiera recibido instrucción en inglés. La ola anterior vino de Nueva York y los estudiantes ya estaban acostumbrados al sistema educativa en inglés. 26:41 - Parents supported bilingual program at Herman Badillo Parents in the neighborhood supported the creation of the Herman Badillo bilingual community school. Los padres en el vecindario apoyaron a la creación de la Escuela Bilingüe Herman Badillo. 27:53 - Bilingual programs were duplicated nationwide Bilingual programs begin to appear all over the country. They used the bilingual model from Dade County, Florida as an example of how they could design their own in Buffalo. Los programas bilingües empezaron a aparecer por todo el país. Se usó el modelo del programa bilingüe en Dade County, Florida para un ejemplo de cómo se construía su propio programa bilingüe en Búfalo. 29:26 - Conflicts between Spanish and non-Spanish speaking students There were many conflicts between Spanish speaking and non-Spanish speaking students, especially those who identified with their Hispanic culture. Many Buffalonian born Hispanics never learned Spanish but still identified with their respective country/place or origin. Spanish speaking Hispanics didn't see them as the same because they couldn't speak Spanish. Hubo muchos conflictos entre los estudiantes hispanohablantes y no hispanohablantes, especialmente entre los que se identificaron con su cultura hispana. Muchos hispanos nacidos en Búfalo no aprendieron a hablar el español pero todavía se identificaron con sus países/lugares de nacimiento respectivamente. Los hispanohablantes no los consideraron lo mismo porque no hablaron español. 30:33 - Hispanic ethnic traditions David discusses different Hispanic ethnic traditions as they are celebrated within the community. David expresa las tradiciones hispanas diferentes celebradas dentro de la comunidad. Más información en seguida. 32:00 - Spanish dominant classes were not helpful Spanish dominant classes did not help Spanish speaking students in the Buffalo Public Schools. They were not exposed to English therefore they still weren't able succeed in school. Las clases dominadas por el español no ayudaron a los estudiantes porque no tenían las oportunidades para aprender el inglés. Por eso, no tenían mucho éxito en la escuela. 33:12 - There is more educational accountability David explains how the introduction of the bilingual program created more accountability for their student's education. David explica cómo la introducción del programa bilingüe crea un sentido de contabilidad para la educación de los estudiantes. 33:47 - Full transition takes 3-5 years David explains how long it takes to fully transition a student from a monolingual environment to a bilingual environment. He says it takes 3-5 years. David explica cuánto tiempo toma para hacer la transición del estudiante de un ambiente monolingual al uno bilingüe. Toman 3-5 años. 34:59 - Where do bilingual students go after 8th grade Students who complete their bilingual education (it ends at 8th grade) go to an English only high school. By this time, if the program is successful, the students should be fully bilingual. Los estudiantes que cumplieron el programa bilingüe (termina al octavo grado) continúan su educación en una secundaria anglosajona. En ese momento, si el programa es exitosa, los estudiantes deberían ser bilingües. 37:23 - The district wasn't ready to track students The district wasn't ready to identify which students needed additional support. They didn't have the resources to provide adequate education to students who spoke languages other than Spanish. For this reason, the Hispanic community got involved. El distrito no estaba listo para identificar cuáles estudiantes necesitaron más ayuda en la escuela. No tuvieron los recursos para dar una educación apropiada a los estudiantes que hablaron otras lenguas que el inglés. Por eso, se involucró a la comunidad hispana. 40:08 - How to create a strong community school David explains how to create a strong community school. He believes that the parents have to be 100% on board with what the school is trying to accomplish to be successful. David explica cómo crear una escuela comunitaria fuerte. Dice que los padres tienen que estar de acuerdos con todo lo que trata de hacer en la escuela. 43:13 - Early bilingual program evolves into the Multilingual Department The bilingual program eventually evolved into the Multi-Lingual Program which exists today. The Buffalo Public Schools started enrolling students from other countries where the students speak dozens of other languages. Eventualmente el program bilingüe se convirtió en el programa multilingüe, lo cual existe hoy en día. Los Buffalo Public Schools empezaron a matricular a los estudiantes de otros países donde hablaron docenas de otras lenguas. 50:13 - Addressing all languages in BPS The Buffalo Public Schools has students from all over the world. They needed to create a plan to address the growing need for language support. Los Buffalo Public Schools tienen estudiantes de varios países. Necesitaron formular un plan para atender la necesidad lingüística de los estudiantes diversos. 51:49 - How to be fully bilingual starting in Kindergarten David explains the importance of being bilingual education in Kindergarten. David explica que es necesario formar a un estudiante completamente bilingüe que empieza en Kindergarten. 54:08 - Bilingual program at Olmstead A committee, with the help of parents from the Olmstead Elementary School, begin a bilingual program. Un comité empieza, con la ayuda de los padres de la Escuela Primaria Olmstead, un programa bilingüe. 55:30 - Fisher Price mom shows you can immerse an English only child in a bilingual school A mother sent her child to Olmstead where there was a bilingual program. Students learn Spanish beginning in Kindergarten and are immersed in a Spanish only environment during a dedicated time each day. Una madre que trabajaba a Fisher Price mandó a su hijo a la Escuela Primaria Olmstead donde hay un programa bilingüe. Los estudiantes se sumergieron en un ambiente solo hispanohablante durante una temporada dedicada al lenguaje. 58:04 - Met with Olmstead parents about bilingual program David met with the parents from Olmstead to discuss the introduction of a bilingual program. Olmstead is an elementary school with high entrance standards. It was the second school to implement a (voluntary/application based) bilingual program. David se juntó con unos padres de la Escuela Primaria Olmstead para discutir la posibilidad de introducir un programa bilingüe ahí. Olmstead es una escuela primaria que requiere un estándar de educación alto para entrar en la escuela. El programa bilingüe es voluntario y basado en un proceso de solicitud. 58:50 - Volunteered after retirement and brought the families to Puerto Rico David volunteered to help bring families from Olmstead to Puerto Rico. David se ofreció a llevar unos padres de Olmstead a Puerto Rico. 59:18 - Socioeconomic differences Socioeconomic differences determine how successful a bilingual program can be. He compares the programs at Herman Badillo and Olmstead. The students at Herman Badillo come from low income families. The students at Olmstead tend to be from affluent families. He feels that people coming from a higher socioeconomic status are more apt to be successful in a bilingual setting because they have more support around them. Las diferencias socioeconómicas determinan el éxito que un estudiante tiene en el aula bilingüe. Los estudiantes que asisten a Herman Badillo vienen de familias más humildes. Los estudiantes que asisten a Olmstead por mucha parte vienen de familias más opulentes. Él cree que el estatus socioeconómico puede tomar un rol en el éxito de un estudiante en un programa bilingüe porque hay más apoyo de sus maestros y su familia. 1:00:35 - The bilingual waiting list was extensive at Olmstead There was a very long waiting list at Olmstead for the bilingual program. Some parents who couldn't get their kids into the regular educational program signed their kids up for the bilingual program just so they could go to Olmstead. David found this funny because he was afraid the parents didn't realize their kids would also receive instruction in Spanish. Hubo una lista de esperanza larga a Olmstead para el programa bilingüe. Algunos de los padres llenaron solicitudes de entrada para el programa bilingüe porque no podían entrar en el programa tradicional de la escuela. David tenía miedo que los padres no supieran que sus hijos recibieran instrucción en español también. 1:01:18 - Various levels of success for Spanish speaking students at Olmstead Students achieved various levels of success at Olmstead. Los estudiantes llegaron a varios niveles de éxito a Olmstead. 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 David Caban Creator An entity primarily responsible for making the resource David Caban (Interviewee) Stephanie Bucalo (Interviewer) Description An account of the resource This interview with David Caban took place on August 20, 2013 at the Enterprise Charter School in Buffalo, NY and was conducted by Stephanie Bucalo. David was originally from New York City but received his university education at the University at Buffalo. After graduating, he stayed in Buffalo to help improve academic opportunities for the Latino population in the public school system. David soon realized the Buffalo Public Schools were not prepared to educate the growing Spanish speaking population and quickly jumped in to help develop a bilingual program at the Herman Badillo Community School on Elmwood Avenue. David, along with his fellow BPS bilingual colleagues, partnered with the community to identify how to best cater to the academic needs of the Spanish speaking community. He recognized that complete bilingualism was key to maintaining the Spanish language and culture, but also to help students prepare themselves for college and the workforce. Over the years David has been instrumental in furthering the success of the Herman Badillo Community School as well as implementing a bilingual program at the Olmstead Elementary School. In this interview, David discusses the importance of maintaining the Spanish language within the Latino community as well as the struggles that Latino students at Herman Badillo face as they live at a lower socioeconomic level than the more affluent students at Olmstead Elementary School. David strongly stresses the need for community and family intervention in all aspects of their child’s education. Esta entrevista tomó lugar el 20 de agosto de 2013 al Enterprise Charter SChool en Búfalo, NY y fue conducida por Stephanie Bucalo. Originalmente David es de la Ciudad de Nueva York pero vino a Búfalo para recibir su educación a la Universidad de Búfalo. Después de graduarse, se quedó en Búfalo y ayudó a mejorar las oportunidades educativas para la población latina en el sistema público de escuelas. Justo se dio cuenta que los Buffalo Public Schools no estaban listos a educar a los estudiantes hispanohablantes y se involucró rápidamente para desarrollar un programa bilingüe en Herman Badillo Community School en la Avenida Elmwood. David, al lado de sus colegas de BPS, trabajaba con la comunidad para identificar la mejor manera de tratar las necesidades educativas de la comunidad hispanohablante. Él reconoció que el bilingüismo completo era clave en el mantenimiento de la lengua española y la cultura, pero también para ayudarlos a los estudiantes para la entrada en la universidad y la fuerza laboral. Sobre los años David ha sido fundamental en el progreso y el éxito del Herman Badillo Community School tanto como la implementación del programa bilingüe al Olmstead Elementary School. En esta entrevista, David expresa la importancia del mantenimiento el lenguaje español dentro de la comunidad latina tanto como los desafíos que los estudiantes latinos enfrentan porque viven a un nivel socioeconómico más bajo que los estudiantes afluentes que asisten al Olmstead Elementary School. David enfatiza fuertemente que es necesario que la comunidad y la familia intervenga en los asuntos educativos de sus niños para crear el mejor estudiante. Date A point or period of time associated with an event in the lifecycle of the resource 2013-08-20 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. Bilingual Education http://omeka.buffalolib.org/files/original/86f5b8727b86d212c1176b0a89a7e63f.mp3 9238ebede24bd7952341a8f24b76dbe6 http://omeka.buffalolib.org/files/original/6cd69bb283a4d71e585cdc33847fcc49.pdf a5f08ef9b064784b28077d3584f93964 PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Carmen Rodriguez Interview Location: Buffalo, New York Interview Date: 7/29/2013 Interview Conducted by: Stephanie Bucalo Length: 01:02:00 Executive Summary: Carmen Rodriguez was born in Puerto Rico and arrived in Buffalo to reunite with her sister. Carmen did not speak English when she arrived but could read and write. Her brother-inlaw brought her to the unemployment office where she found a job working in a factory. Carmen spent her life caring for her family, working to bring bilingual education to the school system and was a devout catholic. Carmen wrote articles for El Visitante, a local religious based magazine, and supported the Cursillo movement. She worked for a union and was sent to study at Cornell University so she could be prepared for her job at the factory. She also wrote for the union book. She held a fairly high position but never felt any sort of discrimination since she was a woman in a management position. Carmen worked very hard to provide a nurturing environment for her family and was very dedicated to helping the community grow religiously and educationally. Resumen Ejecutivo: Carmen Rodríguez nació en Puerto Rico y llegó a Búfalo para reunirse con su hermana. Carmen no habló el inglés cuando llegó pero lo pudo leer y escribir. Su cuñado la llevó a la oficina de los desempleados donde ella encontró un puesto en una fábrica. Carmen pasó su vida cuidando a su familia, trabajando para llevar la educación bilingüe al sistema educativo y fue una católica devota. Carmen escribió artículos para El Visitante, una revista religiosa local, y apoyó el movimiento de los Cursillos. Ella trabajó para una unión y la unión le mandó a Cornell University para que pudiera ser la más preparada para su puesto en la fábrica. Ella también escribió para el libro de la unión. Ella mantuvo un puesto bastante alto pero nunca sintió ninguna forma de discriminación por la culpa de ser una mujer en un puesto de gerencia. Carmen trabajó muy duro para proveer un ambiente cariñoso para su familia y fue muy dedicada a ayudar a crecer a la comunidad religiosamente y educativamente. �Story Clips: 0:00 - Arriving in Buffalo Carmen introduces herself. She states her name, describes arriving in Buffalo and that her sister was already in Buffalo when she got here. Carmen se presenta. Nos da su nombre y describe su llegada a Búfalo. También explica que su Hermana ya estaba en Búfalo cuando llegó. 1:24 - Finding Work Explains how her brother-in-law brought her to the unemployment office to find work. When she arrived, Carmen was able to read English but not speak it fluently. The unemployment office gave her work in a factory. Carmen explica cómo su cuñado le trajo a la oficina de desempleados para encontrar trabajo. Cuando llegó a Búfalo, Carmen podía leer ingles pero no hablarlo con fluidez. La oficina le dio trabajo en una factoría. 2:29 - Adapting to Life in Buffalo Explains adapting to life in Buffalo. She watched a hockey game for the first time and began working and taking an English class. Carmen explica cómo se adaptó a la vida en Búfalo. Ella vio un partido de Hockey por primera vez y empezó a trabajar y tomar una clase de ingles. 3:42 - Writing for the Union The Union asked her to write for their book. She began earning $1.05 an hour at her job. The Union sent her to Cornell University to study labor relations. She met her husband, who is also from Puerto Rico. She had five children with her husband. La Unión le pidió que escribiera para su libro. Empezó ganando $1.05 en su trabajo. La Unión le mandó a la universidad de Cornell para estudiar relaciones laborales. Entonces conoció a su marido, que también es de Puerto Rico. Tuvo cinco hijos con su marido. 5:22 - Finding Spanish Language Mass �She began taking an English class at Bennett High School and found a Spanish language mass in Buffalo at Saint Lucy. There was a Hispanic community of 50 already in Buffalo when she arrived. Empezó a tomar una clase de inglés en Bennett High School y encontró una misa en español en Búfalo en la iglesia de Santa Lucy. Ya había una comunidad de 50 hispanos en Búfalo cuando llegó Carmen. 8:36 - Carmen's Mother and Brother Arrive in Buffalo Carmen's mother and brother arrive in Buffalo and they find an apartment to live in together. La madre y el hermano de Carmen llegaron a Búfalo y encontraron un departamento para que pudieran vivir juntos. 11:06 - Religious Life in Buffalo She became involved in church activities. The cursillo movement arrived in Buffalo. She began writing articles for the magazine el Visitante. Empezó a involucrarse en actividades de la iglesia. El movimiento Cursillo llegó a Búfalo. Empezó a escribir artículos para el periódico el Visitante. 13:19 - Education and Family Life She put all of her children into catholic schools in Buffalo. She was involved in the education of her children. She believes that if each person looks after their family then the community will flourish. Todos de sus hijos asistieron a escuelas católicas en Búfalo. Se involucraba en la educación de sus hijos. Carmen cree que si cada persona cuida de su familia entonces la comunidad se florecerá. 16:04 - Bilingual Program A bilingual program in Buffalo Public Schools began. Carmen began to work in these programs. �Empezó un programa bilingüe en los Buffalo Public Schools. Carmen empezó a trabajar en las escuelas públicas. 18:09 - Carmen's Children Carmen describes where her children are now and where they are working. Carmen nos cuenta dónde están sus hijos y donde trabajan. 21:31 - The Cursillo Movement in Buffalo She explains that a cursillo is a three-day course in which one studies the Catholic faith. Thousands of people attended these cursillos in Buffalo. The priest that introduced these cursillos arrived in Buffalo in around 1955. He began the cursillos in the late 1960s. Explica que un cursillo es un curso de tres días que se hace para estudiar la fe católica. Miles de personas asistieron a estos cursillos en Búfalo. El sacerdote que empezó los cursillos llegó a Búfalo en 1955. Los empezó en la década de 1960. 24:33 - Catholic Schools Carmen states that her children never felt any form of discrimination in the catholic schools in Buffalo. Carmen did not experience any discrimination living in Buffalo either. Los hijos de Carmen nunca sentían ninguna forma de discriminación en Búfalo. Carmen tampoco no experimentó ninguna discriminación viviendo en Búfalo. 28:31 - Carmen's Sister and Brother-in-law Carmen's sister and brother-in-law were already living in Buffalo when she arrived. Carmen's brother-in-law experienced discrimination when he was not given work because of his last name. She explains that there was a lot of work in Buffalo at the time. La hermana y el cuñado de Carmen ya estaban en Búfalo cuando llegó. Su cuñado experimentó una forma de discriminación en el trabajo por su apellido. Explica cómo había mucho trabajo en Búfalo en esta época. �33:02 - Hispanic Communities There were other groups of Latin Americans in Buffalo but the largest was the Puerto Rican community. There was a positive relationship between these different groups. La comunidad puertorriqueña era el grupo más grande de la comunidad hispana en Búfalo cuando llegó. Había una relación bastante positiva entre los distintos grupos de inmigrantes hispanos en Búfalo. 34:14 - Working for the Union She wrote about her experience working in the factory for the Union's book. She wrote for the book in English. Escribió sobre su experiencia trabajando en la factoría para el libro de la Unión. Lo escribió todo en inglés. 37:24 - Writing for the Magazine el Visitante Carmen shows one of the articles that she wrote for el Visitante. Carmen muestra uno de los artículos que escribió para el Visitante. 40:01 - Semester at Cornell Carmen describes her semester at Cornell in 1955. She talks about the surroundings in Ithaca. Describe su semestre en Cornell en 1955. Habla de la naturaleza y el campo en Ithaca. 43:23 - Experience as a Woman in the Workplace Carmen states that she didn't feel discrimination in the workplace even though she was a woman with a high level job. She believes that she benefited from the Hispanic community that was here before she arrived. �Carmen dice que nunca se sentía la discriminación en el trabajo aunque era una mujer con un puesto muy alto. Carmen cree que se beneficiaba de la comunidad hispana que ya estaba en Búfalo antes de que llegara. 46:13 - Carmen's Family She knew nine of her brothers and sisters in Puerto Rico. Two of her siblings are living in Buffalo. Conoció a nueve de sus hermanos en Puerto Rico. Dos de sus hermanos viven en Búfalo. 48:54 - Articles for el Visitante The articles that she wrote for el Visitante were related to religion. She wrote an article on the first Hispanic candidate for President of the United States but it was never published. Los artículos que escribió para el Visitante fueron relacionados a la religión. Escribió un artículo tratando del primer candidato hispano como presidente de los Estados Unidos pero nunca salió. 51:32 - Working in Buffalo Public Schools The bilingual programs were in the Buffalo Public Schools. She worked in these programs in various schools. Las escuelas públicas de Búfalo tenían los programas bilingües. Carmen trabajaba en estos programas. 53:53 - More on Carmen's Children Carmen had five children named Edwin, Elizabeth, David, Pedro, and Victor. Carmen tuvo cinco hijos. Se llaman Edwin, Elizabeth, David, Pedro y Victor. 56:06 - Changes in the Hispanic Community Carmen believes that the technology is taking away from family and community life. Her family never felt poor even though they lacked financial means. �Carmen cree que la tecnología sirve como una distracción de la vida familiar y comunitaria. Su familia nunca se sentía pobre aunque no tenía mucho dinero. � 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.) 1:02:02 Time Summary A summary of an interview given for different time stamps throughout the interview 0:00 - Arriving in Buffalo Carmen introduces herself. She states her name, describes arriving in Buffalo and that her sister was already in Buffalo when she got here. Carmen se presenta. Nos da su nombre y describe su llegada a Búfalo. También explica que su Hermana ya estaba en Búfalo cuando llegó. 1:24 - Finding Work Explains how her brother-in-law brought her to the unemployment office to find work. When she arrived, Carmen was able to read English but not speak it fluently. The unemployment office gave her work in a factory. Carmen explica cómo su cuñado le trajo a la oficina de desempleados para encontrar trabajo. Cuando llegó a Búfalo, Carmen podía leer ingles pero no hablarlo con fluidez. La oficina le dio trabajo en una factoría. 2:29 - Adapting to Life in Buffalo Explains adapting to life in Buffalo. She watched a hockey game for the first time and began working and taking an English class. Carmen explica cómo se adaptó a la vida en Búfalo. Ella vio un partido de Hockey por primera vez y empezó a trabajar y tomar una clase de ingles. 3:42 - Writing for the Union The Union asked her to write for their book. She began earning $1.05 an hour at her job. The Union sent her to Cornell University to study labor relations. She met her husband, who is also from Puerto Rico. She had five children with her husband. La Unión le pidió que escribiera para su libro. Empezó ganando $1.05 en su trabajo. La Unión le mandó a la universidad de Cornell para estudiar relaciones laborales. Entonces conoció a su marido, que también es de Puerto Rico. Tuvo cinco hijos con su marido. 5:22 - Finding Spanish Language Mass She began taking an English class at Bennett High School and found a Spanish language mass in Buffalo at Saint Lucy. There was a Hispanic community of 50 already in Buffalo when she arrived. Empezó a tomar una clase de inglés en Bennett High School y encontró una misa en español en Búfalo en la iglesia de Santa Lucy. Ya había una comunidad de 50 hispanos en Búfalo cuando llegó Carmen. 8:36 - Carmen's Mother and Brother Arrive in Buffalo Carmen's mother and brother arrive in Buffalo and they find an apartment to live in together. La madre y el hermano de Carmen llegaron a Búfalo y encontraron un departamento para que pudieran vivir juntos. 11:06 - Religious Life in Buffalo She became involved in church activities. The cursillo movement arrived in Buffalo. She began writing articles for the magazine el Visitante. Empezó a involucrarse en actividades de la iglesia. El movimiento Cursillo llegó a Búfalo. Empezó a escribir artículos para el periódico el Visitante. 13:19 - Education and Family Life She put all of her children into catholic schools in Buffalo. She was involved in the education of her children. She believes that if each person looks after their family then the community will flourish. Todos de sus hijos asistieron a escuelas católicas en Búfalo. Se involucraba en la educación de sus hijos. Carmen cree que si cada persona cuida de su familia entonces la comunidad se florecerá. 16:04 - Bilingual Program A bilingual program in Buffalo Public Schools began. Carmen began to work in these programs. Empezó un programa bilingüe en los Buffalo Public Schools. Carmen empezó a trabajar en las escuelas públicas. 18:09 - Carmen's Children Carmen describes where her children are now and where they are working. Carmen nos cuenta dónde están sus hijos y donde trabajan. 21:31 - The Cursillo Movement in Buffalo She explains that a cursillo is a three-day course in which one studies the Catholic faith. Thousands of people attended these cursillos in Buffalo. The priest that introduced these cursillos arrived in Buffalo in around 1955. He began the cursillos in the late 1960s. Explica que un cursillo es un curso de tres días que se hace para estudiar la fe católica. Miles de personas asistieron a estos cursillos en Búfalo. El sacerdote que empezó los cursillos llegó a Búfalo en 1955. Los empezó en la década de 1960. 24:33 - Catholic Schools Carmen states that her children never felt any form of discrimination in the catholic schools in Buffalo. Carmen did not experience any discrimination living in Buffalo either. Los hijos de Carmen nunca sentían ninguna forma de discriminación en Búfalo. Carmen tampoco no experimentó ninguna discriminación viviendo en Búfalo. 28:31 - Carmen's Sister and Brother-in-law Carmen's sister and brother-in-law were already living in Buffalo when she arrived. Carmen's brother-in-law experienced discrimination when he was not given work because of his last name. She explains that there was a lot of work in Buffalo at the time. La hermana y el cuñado de Carmen ya estaban en Búfalo cuando llegó. Su cuñado experimentó una forma de discriminación en el trabajo por su apellido. Explica cómo había mucho trabajo en Búfalo en esta época. 33:02 - Hispanic Communities There were other groups of Latin Americans in Buffalo but the largest was the Puerto Rican community. There was a positive relationship between these different groups. La comunidad puertorriqueña era el grupo más grande de la comunidad hispana en Búfalo cuando llegó. Había una relación bastante positiva entre los distintos grupos de inmigrantes hispanos en Búfalo. 34:14 - Working for the Union She wrote about her experience working in the factory for the Union's book. She wrote for the book in English. Escribió sobre su experiencia trabajando en la factoría para el libro de la Unión. Lo escribió todo en inglés. 37:24 - Writing for the Magazine el Visitante Carmen shows one of the articles that she wrote for el Visitante. Carmen muestra uno de los artículos que escribió para el Visitante. 40:01 - Semester at Cornell Carmen describes her semester at Cornell in 1955. She talks about the surroundings in Ithaca. Describe su semestre en Cornell en 1955. Habla de la naturaleza y el campo en Ithaca. 43:23 - Experience as a Woman in the Workplace Carmen states that she didn't feel discrimination in the workplace even though she was a woman with a high level job. She believes that she benefited from the Hispanic community that was here before she arrived. Carmen dice que nunca se sentía la discriminación en el trabajo aunque era una mujer con un puesto muy alto. Carmen cree que se beneficiaba de la comunidad hispana que ya estaba en Búfalo antes de que llegara. 46:13 - Carmen's Family She knew nine of her brothers and sisters in Puerto Rico. Two of her siblings are living in Buffalo. Conoció a nueve de sus hermanos en Puerto Rico. Dos de sus hermanos viven en Búfalo. 48:54 - Articles for el Visitante The articles that she wrote for el Visitante were related to religion. She wrote an article on the first Hispanic candidate for President of the United States but it was never published. Los artículos que escribió para el Visitante fueron relacionados a la religión. Escribió un artículo tratando del primer candidato hispano como presidente de los Estados Unidos pero nunca salió. 51:32 - Working in Buffalo Public Schools The bilingual programs were in the Buffalo Public Schools. She worked in these programs in various schools. Las escuelas públicas de Búfalo tenían los programas bilingües. Carmen trabajaba en estos programas. 53:53 - More on Carmen's Children Carmen had five children named Edwin, Elizabeth, David, Pedro, and Victor. Carmen tuvo cinco hijos. Se llaman Edwin, Elizabeth, David, Pedro y Victor. 56:06 - Changes in the Hispanic Community Carmen believes that the technology is taking away from family and community life. Her family never felt poor even though they lacked financial means. Carmen cree que la tecnología sirve como una distracción de la vida familiar y comunitaria. Su familia nunca se sentía pobre aunque no tenía mucho dinero. 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 Carmen Rodriguez Creator An entity primarily responsible for making the resource Carmen Rodríguez (Interviewee) Stephanie Bucalo (Interviewer) Alma Carrillo (Interviewer) Description An account of the resource Carmen Rodriguez was born in Puerto Rico and arrived in Buffalo to reunite with her sister. Carmen did not speak English when she arrived but could read and write. Her brother-in-law brought her to the unemployment office where she found a job working in a factory. Carmen spent her life caring for her family, working to bring bilingual education to the school system and was a devout catholic. Carmen wrote articles for El Visitante, a local religious based magazine, and supported the Cursillo movement. She worked for a union and was sent to study at Cornell University so she could be prepared for her job at the factory. She also wrote for the union book. She held a fairly high position but never felt any sort of discrimination since she was a woman in a management position. Carmen worked very hard to provide a nurturing environment for her family and was very dedicated to helping the community grow religiously and educationally. Carmen Rodríguez nació en Puerto Rico y llegó a Búfalo para reunirse con su hermana. Carmen no habló el inglés cuando llegó pero lo pudo leer y escribir. Su cuñado la llevó a la oficina de los desempleados donde ella encontró un puesto en una fábrica. Carmen pasó su vida cuidando a su familia, trabajando para llevar la educación bilingüe al sistema educativo y fue una católica devota. Carmen escribió artículos para El Visitante, una revista religiosa local, y apoyó el movimiento de los Cursillos. Ella trabajó para una unión y la unión le mandó a Cornell University para que pudiera ser la más preparada para su puesto en la fábrica. Ella también escribió para el libro de la unión. Ella mantuvo un puesto bastante alto pero nunca sintió ninguna forma de discriminación por la culpa de ser una mujer en un puesto de gerencia. Carmen trabajó muy duro para proveer un ambiente cariñoso para su familia y fue muy dedicada a ayudar a crecer a la comunidad religiosamente y educativamente. Date A point or period of time associated with an event in the lifecycle of the resource 2013-07-29 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 Employment and Labor Religion http://omeka.buffalolib.org/files/original/9f96bc999b64ad79e77fc5b652f893a5.mp3 0b1aa385a4ca5fec39f3317c90ed438c http://omeka.buffalolib.org/files/original/2ff4f7a141f6cc0bb8f70f42147c1c62.pdf 833b74766193d3df7e1baf734ebc3aa4 PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Carlos Benitez and José Rivera Interview Location: Hispanic Voices Interview Date: 2/18/12 Interview Conducted by: Gilbert Hernandez Length: 31:12 Executive Summary: This is an episode of Hispanic Voices hosted by Gilbert Hernandez. Hispanic Veterans Memorial Committee members Carlos Benitez and José Rivera discuss the history, plans and progress of the Hispanic Veterans Memorial, the history of the Gabriel A. Rodriguez Post 1928 and the history of Hispanic involvement in the Armed Forces. The Hispanic Veterans Memorial Committee decided to construct a monument to commemorate the contributions Hispanics have made to the United States of America. Many Hispanics voluntarily enlisted in the Armed Forces and some were drafted when the such practices were in effect. Those who have served feel a great sense of pride in their participation to fight for the protection of their rights as American citizens. Currently there are only five monuments nationwide--including this one--that has been specifically dedicated to Hispanics, this is, however, the only one that includes a female representation. The Committee felt it was crucial to include a female representation because so many Hispanic women have served and fought alongside their male companions. The monument is incredibly intricate largely in part because the Committee wanted to include a tribute to Gabriel A. Rodriguez and the American Legion Post named after him, 65th Regiment--the Boriqueneers, the women in service, all fallen soldiers, all branches of the Armed Forces, the nations from which Hispanic Soldiers originated, and all those who have served and are serving the United States. Carlos and José also discuss their decision to name an American Legion Post after Gabriel A. Rodriguez in honor of his passing. Gabriel A. Rodriguez took his own life as a result of untreated PTSD after serving in the Vietnam War. He was a revered member of the community and the community felt it was appropriate to name the Post after him. Resumen Ejecutivo: �Este es un capítulo del programa “Hispanic Voices” dirigido por Gilbert Hernandez. Los miembros del Comité del Monumento para los Veteranos Hispanos Carlos Benítez y José Rivera explican la historia, los planes y el progreso de la construcción del Monumento para los Veteranos Hispanos, la historia del Poste 1928 de Gabriel A. Rodríguez y la historia de la participación de los hispanos en las Fuerzas Armadas. El Comité de los Veteranos Hispanos decidió a construir un monumento para conmemorar las contribuciones que los hispanos han hecho para los Estados Unidos de América. Muchos hispanos se han alistado voluntariamente a las Fuerzas Armadas, y algunos fueron redactados durante la época de esta práctica. Los que han servido se sienten un sentido profundo de orgullo de su participación en la lucha y la protección de sus derechos como ciudadanos estadounidenses. Corrientemente hay solamente cinco monumentos--incluyendo esto--que son dedicados específicamente a la memoria de los soldados hispanos, y este, sin embargo, es el único que incluye la representación femenina. El Comité se sentía que era crucial tener la representación de una mujer porque hay tantas mujeres que luchan al lado de sus compañeros. El monumento es increíblemente complejo porque el Comité quiso incluir un tributo a Gabriel A. Rodríguez y el Poste que fue nombrado después de él, al Regimiento 65--los Boriqueneers, a las mujeres en servicio, a todos los que han fallecido, a todas las ramas de las Fuerzas Armadas, a las naciones de donde originaron a los soldados hispanos, a todos que han servido y están sirviendo los Estados Unidos. Carlos y José también explican su decisión de nombrar el Poste 1928 después de Gabriel A. Rodríguez en honra de su fallecimiento. Gabriel A. Rodríguez tomó su propia vida por la culpa del Trastorno por Estrés Postraumático sin tratamiento después de servir en la Guerra de Vietnam. La comunidad lo reverenció muchísimo y por eso sintió que era apropiado a nombrar el Poste después de él. Story Clips 2:20 - Carlos Benitez describes why they want to construct a monument Carlos Benitez describes why they wanted to construct the monument.They realized that Hispanics are often left out when commemorating veterans. Carlos Benítez describe porque quería construir el monumento. Se dieron cuenta que normalmente se olvidaron a los hispanos cuando conmemoran a los veteranos. �3:36 - Jose Rivera started the Gabriel A. Rodriguez Post in 1984 Jose Rivera started the Gabriel A. Rodriguez Post in 1984. Gabriel A. Rodriguez suffered from untreated Posttraumatic Stress Disorder and took his life after serving in Vietnam. The Post was named after him in honor of his life, service and commitment to his friends and family. José Rivera empezó el Gabriel A. Rodríguez Post en el año 1984. Se nombró el Poste después del soldado Gabriel A. Rodríguez quien sufrió del Trastorno por Estrés Postraumático sin tratamiento y se murió después de servir en Vietnam. Se nombró el post en honra de su vida, servicio y compromiso a sus amigos y familia. 3:52 - The Post did wonderful things for the community The Gabriel A. Rodriguez Post did so much more for the community other than just offer a space for veterans. They also hosted the Boy Scouts and other events to support the Hispanic community. El Poste Gabriel A. Rodríguez Post hizo tanto más que ofrecer un espacio para los veteranos hispanos. También dio lugar para los Boy Scouts y para los eventos de la comunidad. 4:06 - Ventura Colon was very instrumental in making the monument happen Ventura Colon was very instrumental in securing the funding and community support to build the monument. He used his community connections to raise money and find businesses in the community to help build the monument. Ventura Colón era instrumental en la construcción del monumento. Él ayudó a encontrar fondos y apoyo de la comunidad para construirlo. 4:45 - Why not build a Hispanic Veterans Memorial? They asked themselves, "Why not build a Hispanic Veteran's Memorial?" Ellos se preguntaron, "Por qué no construye un monumento para los veteranos hispanos?" 6:15 - We don't check our culture at the door �Hispanics in Western New York are proud of their culture and feel it is important to hold onto it. They do not feel the need to leave it behind even if they are acculturated into American society. Los hispanos en Nueva York del Oeste son orgullosos de su cultura y historia no creen que deban dejarlas atrás aunque ya están acostumbrándose a la sociedad estadounidense. 7:29 - We lose history ourselves Hispanics at times forget their history and need to be reminded of it. Maintaining language and culture are useful ways to remember their history. Los hispanos a veces olvidan su historia y necesitan recordarla. Se recuerda de la historia por el mantenimiento de la lengua y la cultura. Pueden recordar quienes son. 7:46 - This monument will be a symbol of the contributions The monument is a symbol of the contributions that the Hispanic community have made to the country and for the betterment of the lives of American citizens. El monumento es un símbolo de las contribuciones que los hispanos han hecho para los Estados Unidos y por el mejoramiento de las vidas estadounidenses. 8:54 - We have made significant contributions Hispanics have made significant contributions to society, especially to the economy in Western New York. Los hispanos han hecho contribuciones significativas a la sociedad-especialmente a la economía en Nueva York del Oeste. 9:20 - We are not doing just the grunt work The committee worked very hard to raise money and build the monument. Everyone helped to make it possible and is proud of their accomplishments. El comité trabajó mucho para encontrar fondos y construir el monumento. Todo el mundo ayudó y todo el mundo está orgulloso de su éxito. �9:52 - Hispanic Americans bring their talents with them Hispanic Americans come to the United States with their talents from their respective countries of origin. They bring their culture and history and never want to leave it behind. Los americanos hispanos vienen a los Estados Unidos con sus talentos de sus países respectivos. Traen su cultura y historia con ellos y no las quieren dejar atrás. 10:53 - There are only 5 monuments dedicated to Hispanic Veterans in the US There are only 5 monuments in the United States have been dedicated to Hispanic Veterans. Hay solamente 5 monumentos dedicados a los veteranos hispanos en los Estados Unidos. 11:48 - Description of the memorial design It was very challenging for the committee to come up with one design for the monument. They wanted to include all of the important and most notable contributions that Hispanic soldiers have made to their country. Era muy difícil para el comité a decidir en un diseño para el monumento. Ellos quería incluir todo lo que hacían los soldados hispanos para su país. 13:26 - Origins of the 65th Infantry The 65th Infantry Regiment was established in 1899 after the United States assumed a military presence in Puerto Rico. The 65th Infantry Regiment served in World War I, World War II and the Korean War. They then transitioned into a National Guard Unit. Se estableció la infantería del 65 en el año 1899 después de la Guerra Española-Estadounidense cuando los EEUU asumió control sobre la isla. La Infantería del 65 sirvió en la Primera Guerra Mundial, la Segunda Guerra Mundial y la Guerra Coreana. Después se trasladó a un unido de la Guardia Nacional. 14:10 - The 65th Infantry did not start as a Hispanic only unit �The 65th Infantry was not originally intended to be a Spanish speaking regiment but eventually turned into a segregated regiment. Many Spanish speaking soldiers were drafted into the U.S. Army-some were not even American citizens. Many could not follow orders in English so they were placed in a Spanish-only regiment. La infantería del 65 no era originalmente sólo hispanohablante. Al inicio era un regimiento integrado pero muchos hispanos fueron alistados en el ejército estadounidense--unos de ellos ya no eran ciudadanos del país. Muchos de los soldados hispanohablantes no podían seguir los órdenes de sus sargentos en inglés entonces fueron mandados al regimiento del 65 donde todo el mundo hablaba el español. 15:56 - Buffalo connection to the 65th Infantry--Pucho Olivencia served Many Hispanics from Buffalo were a part of the 65th Infantry. Pucho Olivencia--one of the most historic figures in the Hispanic community-also served with the 65th Infantry. Muchos hispanos de Búfalo eran parte de la infantería del 65-Incluyendo Pucho Olivencia quien es una de las figuras más históricas de la comunidad hispana--sirvió en la infantería del 65. 16:26 - First two shots of WWI at el Morro in Puerto Rico The first two shots of WWI were fired at el Morro in Puerto Rico. The Borinqueneers were the first American soldiers to fight in the war. Se tiraron los primeros tiros de fuego de la Primera Guerra Mundial al Morro en Puerto Rico. Los Borinqueneers eran los primeros soldados americanos a luchar en la guerra. 17:26 - The 65th Infantry was the first to command in WWI The 65th Infantry was the first to go into combat during WWI after a military unit was attacked off the coast of Puerto Rico. La infantería 65 era la primera a luchar durante la primera Guerra Mundial después de un ataque cerca de la costa de Puerto Rico. 18:24 - Breaking ground on 11/11/11 �The groundbreaking ceremony was incredibly emotional for all of the people who were involved in the planning. La ceremonia de romper el suelo era increíblemente emocional para los que ayudaron a planificar la construcción del monumento. 19:46 - The budget isn't complete It took the committee longer than they anticipated to raise the money to build the Veteran's Memorial. Tomó más tiempo que esperaba el comité de planificación del monumento dedicados a los veteranos. 20:48 - Engraved pavers The committee decided to add pavers to the monument to raise more money for the monument and to also give community members the opportunity to leave messages of love and support to those who have served. El comité decidió de agregar los adoquines al monumento para recaudar dinero para la construcción del monumento y tambíen darle la oportunidad a la comunidad a dejar unos mensajes de amor y apoyo a los que han servido en el ejército. 22:43 - The monument is patrimony of our city The monument is a patrimony to the City of Buffalo because it didn't just represent the Hispanic community but others who fought to serve the United States. El monumento es un patrimonio a la Ciudad de Búfalo porque representa más que solo un tributo a los hispanos pero también a todos los que han servido los Estados Unidos tras los años. �� 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.) 30:00 Time Summary A summary of an interview given for different time stamps throughout the interview 2:20 - Carlos Benitez describes why they want to construct a monument Carlos Benitez describes why they wanted to construct the monument.They realized that Hispanics are often left out when commemorating veterans. Carlos Benítez describe porque quería construir el monumento. Se dieron cuenta que normalmente se olvidaron a los hispanos cuando conmemoran a los veteranos. 3:36 - Jose Rivera started the Gabriel A. Rodriguez Post in 1984 Jose Rivera started the Gabriel A. Rodriguez Post in 1984. Gabriel A. Rodriguez suffered from untreated Posttraumatic Stress Disorder and took his life after serving in Vietnam. The Post was named after him in honor of his life, service and commitment to his friends and family. José Rivera empezó el Gabriel A. Rodríguez Post en el año 1984. Se nombró el Poste después del soldado Gabriel A. Rodríguez quien sufrió del Trastorno por Estrés Postraumático sin tratamiento y se murió después de servir en Vietnam. Se nombró el post en honra de su vida, servicio y compromiso a sus amigos y familia. 3:52 - The Post did wonderful things for the community The Gabriel A. Rodriguez Post did so much more for the community other than just offer a space for veterans. They also hosted the Boy Scouts and other events to support the Hispanic community. El Poste Gabriel A. Rodríguez Post hizo tanto más que ofrecer un espacio para los veteranos hispanos. También dio lugar para los Boy Scouts y para los eventos de la comunidad. 4:06 - Ventura Colon was very instrumental in making the monument happen Ventura Colon was very instrumental in securing the funding and community support to build the monument. He used his community connections to raise money and find businesses in the community to help build the monument. Ventura Colón era instrumental en la construcción del monumento. Él ayudó a encontrar fondos y apoyo de la comunidad para construirlo. 4:45 - Why not build a Hispanic Veterans Memorial? They asked themselves, "Why not build a Hispanic Veteran's Memorial?" Ellos se preguntaron, "Por qué no construye un monumento para los veteranos hispanos?" 6:15 - We don't check our culture at the door Hispanics in Western New York are proud of their culture and feel it is important to hold onto it. They do not feel the need to leave it behind even if they are acculturated into American society. Los hispanos en Nueva York del Oeste son orgullosos de su cultura y historia no creen que deban dejarlas atrás aunque ya están acostumbrándose a la sociedad estadounidense. 7:29 - We lose history ourselves Hispanics at times forget their history and need to be reminded of it. Maintaining language and culture are useful ways to remember their history. Los hispanos a veces olvidan su historia y necesitan recordarla. Se recuerda de la historia por el mantenimiento de la lengua y la cultura. Pueden recordar quienes son. 7:46 - This monument will be a symbol of the contributions The monument is a symbol of the contributions that the Hispanic community have made to the country and for the betterment of the lives of American citizens. El monumento es un símbolo de las contribuciones que los hispanos han hecho para los Estados Unidos y por el mejoramiento de las vidas estadounidenses. 8:54 - We have made significant contributions Hispanics have made significant contributions to society, especially to the economy in Western New York. Los hispanos han hecho contribuciones significativas a la sociedad--especialmente a la economía en Nueva York del Oeste. 9:20 - We are not doing just the grunt work The committee worked very hard to raise money and build the monument. Everyone helped to make it possible and is proud of their accomplishments. El comité trabajó mucho para encontrar fondos y construir el monumento. Todo el mundo ayudó y todo el mundo está orgulloso de su éxito. 9:52 - Hispanic Americans bring their talents with them Hispanic Americans come to the United States with their talents from their respective countries of origin. They bring their culture and history and never want to leave it behind. Los americanos hispanos vienen a los Estados Unidos con sus talentos de sus países respectivos. Traen su cultura y historia con ellos y no las quieren dejar atrás. 10:53 - There are only 5 monuments dedicated to Hispanic Veterans in the US There are only 5 monuments in the United States have been dedicated to Hispanic Veterans. Hay solamente 5 monumentos dedicados a los veteranos hispanos en los Estados Unidos. 11:48 - Description of the memorial design It was very challenging for the committee to come up with one design for the monument. They wanted to include all of the important and most notable contributions that Hispanic soldiers have made to their country. Era muy difícil para el comité a decidir en un diseño para el monumento. Ellos quería incluir todo lo que hacían los soldados hispanos para su país. 13:26 - Origins of the 65th Infantry The 65th Infantry Regiment was established in 1899 after the United States assumed a military presence in Puerto Rico. The 65th Infantry Regiment served in World War I, World War II and the Korean War. They then transitioned into a National Guard Unit. Se estableció la infantería del 65 en el año 1899 después de la Guerra Española-Estadounidense cuando los EEUU asumió control sobre la isla. La Infantería del 65 sirvió en la Primera Guerra Mundial, la Segunda Guerra Mundial y la Guerra Coreana. Después se trasladó a un unido de la Guardia Nacional. 14:10 - The 65th Infantry did not start as a Hispanic only unit The 65th Infantry was not originally intended to be a Spanish speaking regiment but eventually turned into a segregated regiment. Many Spanish speaking soldiers were drafted into the U.S. Army--some were not even American citizens. Many could not follow orders in English so they were placed in a Spanish-only regiment. La infantería del 65 no era originalmente sólo hispanohablante. Al inicio era un regimiento integrado pero muchos hispanos fueron alistados en el ejército estadounidense--unos de ellos ya no eran ciudadanos del país. Muchos de los soldados hispanohablantes no podían seguir los órdenes de sus sargentos en inglés entonces fueron mandados al regimiento del 65 donde todo el mundo hablaba el español. 15:56 - Buffalo connection to the 65th Infantry--Pucho Olivencia served Many Hispanics from Buffalo were a part of the 65th Infantry. Pucho Olivencia--one of the most historic figures in the Hispanic community--also served with the 65th Infantry. Muchos hispanos de Búfalo eran parte de la infantería del 65--Incluyendo Pucho Olivencia quien es una de las figuras más históricas de la comunidad hispana--sirvió en la infantería del 65. 16:26 - First two shots of WWI at el Morro in Puerto Rico The first two shots of WWI were fired at el Morro in Puerto Rico. The Borinqueneers were the first American soldiers to fight in the war. Se tiraron los primeros tiros de fuego de la Primera Guerra Mundial al Morro en Puerto Rico. Los Borinqueneers eran los primeros soldados americanos a luchar en la guerra. 17:26 - The 65th Infantry was the first to command in WWI The 65th Infantry was the first to go into combat during WWI after a military unit was attacked off the coast of Puerto Rico. La infantería 65 era la primera a luchar durante la primera Guerra Mundial después de un ataque cerca de la costa de Puerto Rico. 18:24 - Breaking ground on 11/11/11 The groundbreaking ceremony was incredibly emotional for all of the people who were involved in the planning. La ceremonia de romper el suelo era increíblemente emocional para los que ayudaron a planificar la construcción del monumento. 19:46 - The budget isn't complete It took the committee longer than they anticipated to raise the money to build the Veteran's Memorial. Tomó más tiempo que esperaba el comité de planificación del monumento dedicados a los veteranos. 20:48 - Engraved pavers The committee decided to add pavers to the monument to raise more money for the monument and to also give community members the opportunity to leave messages of love and support to those who have served. El comité decidió de agregar los adoquines al monumento para recaudar dinero para la construcción del monumento y tambíen darle la oportunidad a la comunidad a dejar unos mensajes de amor y apoyo a los que han servido en el ejército. 22:43 - The monument is patrimony of our city The monument is a patrimony to the City of Buffalo because it didn't just represent the Hispanic community but others who fought to serve the United States. El monumento es un patrimonio a la Ciudad de Búfalo porque representa más que solo un tributo a los hispanos pero también a todos los que han servido los Estados Unidos tras los años. 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 José Rivera (Interviewee) Carlos Benitez (Interviewee) Hispanic Voices, hosted by Gilberto Hernandez (Interviewer) Title A name given to the resource Hispanic Voices Veterans Complete Episode Description An account of the resource This is an episode of Hispanic Voices hosted by Gilbert Hernandez. Hispanic Veterans Memorial Committee members Carlos Benitez and José Rivera discuss the history, plans and progress of the Hispanic Veterans Memorial, the history of the Gabriel A. Rodriguez Post 1928 and the history of Hispanic involvement in the Armed Forces. The Hispanic Veterans Memorial Committee decided to construct a monument to commemorate the contributions Hispanics have made to the United States of America. Many Hispanics voluntarily enlisted in the Armed Forces and some were drafted when the such practices were in effect. Those who have served feel a great sense of pride in their participation to fight for the protection of their rights as American citizens. Currently there are only five monuments nationwide--including this one--that has been specifically dedicated to Hispanics, this is, however, the only one that includes a female representation. The Committee felt it was crucial to include a female representation because so many Hispanic women have served and fought alongside their male companions. The monument is incredibly intricate largely in part because the Committee wanted to include a tribute to Gabriel A. Rodriguez and the American Legion Post named after him, 65th Regiment--the Boriqueneers, the women in service, all fallen soldiers, all branches of the Armed Forces, the nations from which Hispanic Soldiers originated, and all those who have served and are serving the United States. Carlos and José also discuss their decision to name an American Legion Post after Gabriel A. Rodriguez in honor of his passing. Gabriel A. Rodriguez took his own life as a result of untreated PTSD after serving in the Vietnam War. He was a revered member of the community and the community felt it was appropriate to name the Post after him. Este es un capítulo del programa “Hispanic Voices” dirigido por Gilbert Hernandez. Los miembros del Comité del Monumento para los Veteranos Hispanos Carlos Benítez y José Rivera explican la historia, los planes y el progreso de la construcción del Monumento para los Veteranos Hispanos, la historia del Poste 1928 de Gabriel A. Rodríguez y la historia de la participación de los hispanos en las Fuerzas Armadas. El Comité de los Veteranos Hispanos decidió a construir un monumento para conmemorar las contribuciones que los hispanos han hecho para los Estados Unidos de América. Muchos hispanos se han alistado voluntariamente a las Fuerzas Armadas, y algunos fueron redactados durante la época de esta práctica. Los que han servido se sienten un sentido profundo de orgullo de su participación en la lucha y la protección de sus derechos como ciudadanos estadounidenses. Corrientemente hay solamente cinco monumentos--incluyendo esto--que son dedicados específicamente a la memoria de los soldados hispanos, y este, sin embargo, es el único que incluye la representación femenina. El Comité se sentía que era crucial tener la representación de una mujer porque hay tantas mujeres que luchan al lado de sus compañeros. El monumento es increíblemente complejo porque el Comité quiso incluir un tributo a Gabriel A. Rodríguez y el Poste que fue nombrado después de él, al Regimiento 65--los Boriqueneers, a las mujeres en servicio, a todos los que han fallecido, a todas las ramas de las Fuerzas Armadas, a las naciones de donde originaron a los soldados hispanos, a todos que han servido y están sirviendo los Estados Unidos. Carlos y José también explican su decisión de nombrar el Poste 1928 después de Gabriel A. Rodríguez en honra de su fallecimiento. Gabriel A. Rodríguez tomó su propia vida por la culpa del Trastorno por Estrés Postraumático sin tratamiento después de servir en la Guerra de Vietnam. La comunidad lo reverenció muchísimo y por eso sintió que era apropiado a nombrar el Poste después de él. 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 2012-02-18 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. Military 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/5a5cb0a2595e7ba722a9cb602138aa67.mp3 54c89ac25d40d6ace287d506a473e810 http://omeka.buffalolib.org/files/original/29dd23f5b6f1e490b0b14469816ffe46.pdf 132baa44054acada46791be51d9ddb2b PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Enrique Padilla Sr. and Enrique Padilla Jr. Interview Location: His Home, Buffalo, NY Interview Date: September 15, 2012 Interview Conducted by: Stephanie Bucalo Length: 1:06:53 Executive Summary: This interview took place on September 15, 2012 with Enrique Padilla Sr. and Jr. at Enrique Jr.’s home on Woodside Avenue in Buffalo, NY. Enrique Sr. was born in Puerto Rico and migrated to Michigan in 1949. He later migrated again to Brooklyn, NY where he had family members already living and working and then to Lackawanna where he established a home for his family. Enrique Sr. worked for New York Central and was paid a higher salary than what he was originally offered through his agricultural contract which brought him to the United States in 1949. Enrique Sr. worked on the farms in North Collins first before obtaining employment at New York Central. Employment at New York Central provided a much better salary for him and his family. Enrique Sr. was very uncomfortable during this interview. His son, Enrique Jr., was kind enough to answer questions for and about his father as well as about his own life growing up in Western New York. Enrique Jr. arrived in Lackawanna when he was 12 years old. He and his family originally lived in the predominantly Puerto Rican neighborhood on the Lower East Side until they relocated to the Lower West Side which was becoming progressively more and more Puerto Rican. Enrique Jr. describes the various forms of discrimination that Puerto Ricans faced in both locations and the methods they used to overcome them. The majority of this interview focuses on labor, community building and cultural acclamation. Enrique Jr. explains his own employment experiences as well as his wife’s and his father’s. He also gives a strong overview of life in Lackawanna during the mid-twentieth century. He describes the social, political and economic nature of the city based on its relationship to companies such as Bethlehem Steel, Ford Motor Company and New York Central, to name a few. He then concludes by talking about how the Hispanic community has changed over the years, what still remains and what it is lacking. Resumen Ejecutivo: �Esta entrevista tomó lugar el 15 de septiembre de 2012 con Enrique Padilla Mayor y Menor en la casa de Enrique Menor en Búfalo, NY. Enrique Mayor nació en Puerto Rico y migró a Michigan en el año 1949. Más tarde él migró otra vez a Brooklyn, NY donde ya tuvo familia trabajando y viviendo ahí, y luego migró a Lackawanna dónde él estableció un hogar para su familia. Enrique Mayor trabajó para New York Central y fue pagado un sueldo más alto de que lo que originalmente ganaba por su contrato de trabajo agrícolo lo cual lo trajo a los Estados Unidos en el año 1949. Enrique Mayor trabajó en las granjas de North Collins antes de obtener empleo a New York Central. El empleo a New York Central proveyó un salario mucho más alto para él y su familia. Enrique Mayor estaba muy incómodo durante la entrevista. Su hijo, Enrique Menor, generosamente asumió el rol del entrevistado y contestó preguntas sobre su padre y también sobre su propia vida durante los años iniciales de su tiempo en Nueva York del Oeste hasta hoy en día. Enrique Menor llegó a Lackawanna cuando tuvo 12 años. Él y su familia originalmente vivían en el barrio mayormente puertorriqueño en el Lower East Side hasta cuando se mudaron al Lower West Side lo cual poco a poco se volvía un barrio creciente hispano. Enrique Menor describe varias formas de discriminación que los puertorriqueños se enfrentaron en ambas ubicaciones y los métodos que ellos usaron para superarla. Se enfoca la mayoría de esta entrevista en el labor, la formación de la comunidad y la aclimatación cultural. Enrique Menor explica sus propias experiencias de empleo tanto como las de su esposa y padre. Él también da una visión de conjunto fuerte sobre la vida en Lackawanna durante el medio del siglo veinte. Él describe el ambiente social, política y económica de la ciudad basada en la relación con las compañías como Bethlehem Steel, Ford Motor Company y New York Central, para nombrar algunos. Luego, él concluye por hablar sobre cómo la comunidad hispana ha cambiado sobre los años, lo que se queda y lo que se le falta. 1:22 - Enrique Sr. leaves Michigan for better pay Enrique Sr. left the farms in Michigan because they only paid him $5/week to cover food expenses. They had to pay back their plane ticket and couldn't do that with such a small salary. He then traveled to Brooklyn where he had family, but he found the same pay and that he couldn't survive off of it. Hispanics were treated poorly by the farmers at this time. Enrique mayor dejó las granjas en Michigan porque se pagaron $5/semana para cubrir los gastos de la comida. Ellos tuvieron que pagar sus pasajes del vuelo y no podían hacerlo con un salario tan poco. Luego, él viajó a Brooklyn �donde tuvo familia, pero encontró el mismo pobre salario y que no pudo sobrevivir otra vez con tan poco. Se trataron los hispanos muy pobre por los granjeros en ese momento. 2:43 - An uncle in Lackawanna traveled to North Collins to pick Enrique Sr. up There wasn't any type of transportation for the migrant workers. Enrique Jr.'s uncle went to North Collins to pick up Enrique Sr. He picked him up on a Friday, by Monday, Enrique Sr. had a job with New York Central. Enrique Sr. worked for New York Central for 30 years. No hubo ningún tipo de transporte para los trabajadores migrantes. El hermano de Enrique Mayor fue a buscarlo en North Collins. Él lo buscó el viernes, al lunes siguiente, Enrique Mayor tuvo un puesto con New York Central. Enrique Mayor trabajó para New York Central para 30 años. 2:23 - You have to go outside to use the bathroom Enrique Sr.'s family lived in a poorly maintained house. You had to go outside to the outhouse to use the bathroom. La familia de Enrique Mayor vivía en una casa mal cuidada. Se tuvo que ir afuera a la letrina para usar el baño. 3:58 - Enrique Jr. was 12 when he moved to Lackawanna Enrique Jr. was 12 years old when his uncle brought them to Lackawanna. They lived in Lackawanna for 1 year and then moved to East Side of Buffalo on South Division St. Enrique showed a receipt from his gas deposit. The receipt was 60 years old. You only had to put $10 down to start gas service in your home. Enrique Menor tuvo 12 años cuando su tío lo llevó a Lackawanna. Ellos vivieron en Lackawanna por un año y luego se mudaron al East Side de Búfalo en la Calle Division de Sur. Enrique Menor mostró un comprobante de su primer pago del petróleo para la casa. El comprobante tuvo 60 años. Se tuvo que poner un depósito de $10 para empezar el servicio de petróleo en la casa. 5:03 - Enrique Sr. buys his own house �In 1952, Enrique Sr. purchased a home on Myrtle Avenue. They fixed it up little by little and the family lived there until Enrique Sr. retired. After retirement, Enrique Sr. moved back to Puerto Rico where he set up a house until his wife passed away. En el año 1952, Enrique Mayor compró una casa en la Avenida Myrtle. Ellos la repararon poco a poco y la familia vivió ahí hasta la jubilación de Enrique Mayor. Después de retirarse, Enrique Mayor regresó a Puerto Rico donde estableció un hogar con sus esposa hasta su muerte. 5:48 - Enrique Jr. and his children stayed in Buffalo Enrique Jr. and his family stayed in South Buffalo. He has one son in the police department and the other is a corrections officer. Both live in the area. Enrique Jr. and his wife have lived in their home on Woodside for 40 years. Enrique Menor y su familia se quedaron en Búfalo del Sur. Él tiene un hijo en la policía y el otro es un oficial de corrección. Ambos viven en el área. Enrique Menor y su esposa ha vivido en su casa en la Avenida Woodside por 40 años. 6:25 - Enrique Jr.'s mom gets sick Enrique Jr.'s mom got sick from gangue green in one of her legs. With the help of a friend, Roberto Quintana, they took her to Buffalo General to seek help. She passed away about a month and a half later. Since then, Enrique Sr. has lived with his son and daughter in law. La madre de Enrique Menos se enfermó de verde pandillas en una de sus piernas. Con la ayuda de un amigo, Roberto Quintana, ellos la llevaron al Hospital General de Búfalo. Ella se falleció más o menos un mes y medio después. Desde entonces, Enrique Mayor ha vivido con su hijo y nuera. 8:00 - Enrique Sr. is hit by a train Enrique Sr. explains how he was injured in a train accident. A train hit him at 3:00AM in 1954. Enrique Sr. was clearing the snow off of the switches when a train unexpectedly came and hit the group of workers. Many of the men died a few weeks later. Enrique Sr. was fortunate enough to only need 7 stitches on his head. �Enrique Mayor explica cómo fue herido en un accidente con un tren. Un tren se chocó con él a las 3 de la mañana en el año 1954. Enrique Mayor estaba limpiando la nieve de los interruptores de tren cuando un tren llegó sin aviso y se chocó con un grupo de trabajadores. Muchos de los hombres murieron unas semanas después. Enrique Mayor fue bastante afortunado que solamente necesitó 7 puntadas en su cabeza. 9:36 - 99 years young Enrique Sr. turned 99 in August. He was born on August 15, 1913. He is completely healthy with the exception of a pinched nerve from the train accident. Enrique Mayor cumplió 99 años en agosto. Nació el 15 de agosto, 1913. Él tiene muy buena salud excepto de un nervio pellizcado del accidente de tren. 11:29 - People would kidnap abused migrant workers Family members and friends would drive down to the camps and kidnap their loved ones to help them find better jobs and living conditions because the farmers would treat them so poorly. Los miembros de la familia y amigos manejaban a los campos y secuestraron a los que amaron para ayudarlos encontrar mejores puestos y condiciones de vivienda porque los granjeros los maltrataron. 11:49 - Living in the camps was tough Migrant workers would live in wooden sheds with nothing more than wooden floors and a place to cook on the farms. Los trabajadores migrantes vivirían en cobertizos de madera con nada más que los suelos de madera y un lugar para cocinar en las granjas. 13:55 - Founder of a church at 446 South Park Enrique Sr. was a founder of the church at 446 South Park Avenue. Enrique Mayor fundó la iglesia a 446 Avenida South Park. 14:26 - There were only around 100 Puerto Ricans in Buffalo when they arrived There were only about 100 Puerto Ricans on the East and West Sides of Buffalo in 1952 when the Padilla family arrived in Buffalo. �Hubo más o menos 100 puertorriqueños en el East Side y West Side de Búfalo en 1952 cuando la familia Padilla llegó a Búfalo. 15:08 - Puerto Ricans came to Buffalo to make a better life for their family Life on the island was very difficult so many Puerto Ricans came to Buffalo and other places on the mainland to make a better life for their families. La vida en la isla fue muy diferente pues muchos puertorriqueños vinieron a Búfalo y a otros lugares en la tierra continental para mejorar la vida para sus familias. 15:57 - Many people didn't know what benefits they would get by coming to the mainland Many Puerto Ricans were unaware of some of the benefits they could get by coming to the mainland. Muchos de los puertorriqueños no sabían que podían recibir ciertos beneficios si vinieron a la tierra continental. 16:50 - The radio was the only method of communication in the 50s Many people relied on the radio to hear the news and sportscasts. Many people purchased newspapers but weren't able to read them. Mucha gente confió mucho en la radio para escuchar las noticias y yesos deportivos. Mucha gente compró los periódicos pero no podían leerlos. 18:30 - Migrant workers would write to their relatives back in Puerto Rico Relatives would write letters to their families back in Puerto Rico to let them know that there were job opportunities available on the mainland. Enrique Sr. had a relative already here when he learned about potential jobs. This is how many Puerto Ricans learned about jobs and opportunities outside of the island. Los parientes escribían a sus familias en Puerto Rico para avisarles que había oportunidades disponibles en la tierra continental. Enrique Mayor tuvo un pariente ya viviendo ahí cuando aprendió sobre los puestos disponibles. Este es como muchos de los puertorriqueños aprendieron sobre los trabajos y las oportunidades afuera de la isla. �19:30 - Enrique Sr. came through the immigration system Eventually contractors began searching for farm workers to bring to the north. They would pay for the plane ticket and the workers would have to repay them. Many migrant workers abandoned their contractors because they weren't making enough money to pay back the ticket and survive. Many farmers were only paying $5/week. Plan tickets at that time cost between $50-$70. Eventualmente los contratistas empezaron a buscar los trabajadores para llevarlos al norte. Ellos cobran los vuelos y los trabajadores tendrían que pagarlos cuando empiezan a recibir un sueldo. Muchos de los trabajadores migrantes abandonaron a sus contratistas porque no recibieron un sueldo suficiente para pagar el vuelo o sobrevivir. Muchos granjeros solamente les pagaron $5/semana. En ese momento el precio de los pasajes de vuelo salieron de $50 a $70. 19:38 - Enrique Sr. arrived in an old Army plane with 2 motors Enrique Sr. came in an old Army plane with two motors. There were no seats, there were only places to hang hammocks and stand. The plane had to stop multiple times because it could not make the entire distance between Puerto Rico and New York. Enrique Mayor vino en un avión viejo del ejército con dos motores. No había asientos, solamente había lugares para colgar una hamaca y para pararse. El avión tuvo que parar múltiples veces porque no pudo llegar a la distancia completa entre Puerto Rico y Nueva York. 20:07 - Enrique Jr. introduces Enrique Sr. Enrique Jr. introduces his father Enrique Sr. Enrique Menor presenta a su padre Enrique Mayor. 20:58 - El mejor trabajo Enrique Jr. found a job in the best place of employment. They paid the best and was open 24/7. 25,000 people worked at Bethlehem Steel. Enrique Menor encontró un puesto en el mejor lugar de empleo. Ellos pagaron lo más y estaban abiertos 24/7. 25,000 personas trabajaron a Bethlehem Steel. �21:25 - Wife worked at School Enrique Jr.'s wife worked at Public School 6 for 29 years. La esposa de Enrique Menor trabajó a la Escuela Pública 6 por 29 años. 22:35 - The entire family worked at Bethlehem Steel including women Almost everyone in the family worked at Bethlehem Steel including the women who filled in the men's job during World War II. Casi todo el mundo en la familia trabajaba a Bethlehem Steel, incluyen las mujeres que tomaron los puestos de los hombres durante la Segunda Guerra Mundial. 26:30 - Speak English! The Padilla's moved into an Italian neighborhood on the East Side. They were told to speak English when they interacted with people in the neighborhood. They had to go to school to learn, but eventually were able to defend themselves when confronted. They felt multiple forms of discrimination because they could not speak English right away even though they were there as American citizens. Enrique Jr. explains that he felt he deserved all of the same rights as other Americans because of Puerto Rico's relationship with the U.S. but still felt discrimination. He feels that if you can be drafted in the Army and fight in Vietnam or Korea then you should have access to all American rights, including voting. La familia Padilla se mudó a un barrio italiano al East Side. Se dijo que hablen inglés cuando interactúan con la gente del vecindario. Ellos tuvieron que ir a la escuela para aprender, pero eventualmente fueron capaces de defenderse en un enfrentamiento. Ellos sintieron múltiples formas de discriminación porque ellos no podían hablar el inglés al principio aunque ellos eran ciudadanos estadounidenses. Enrique Menor explica que él sintió que mereció todos de los mismos derechos que los otros estadounidenses por la relación entre los EEUU y Puerto Rico, pero, todavía sintió la discriminación. Él siente que si se puede ser alistado al ejército y luchar en Vietnam o Corea, pues, se debe tener el mismo acceso a todos de los derechos estadounidenses, este incluye el voto. 28:38 - What denomination? Enrique Jr. brought a check worth $5,000 from El Banco Popular de Puerto Rico with New York City address to a bank in Lackawanna. The woman asked �him in which denomination he wants the cash in. Enrique Jr. told her that Puerto Rico uses the same money as the United States and that she should have known this. She admitted to not knowing. Enrique Menor llevó un cheque de $5,000 del Banco Popular de Puerto Rico con una dirección de la Ciudad de Nueva York a un banco en Lackawanna. La mujer le preguntó en cuál denominación quiere el efectivo. Enrique Menor le dijo que en Puerto Rico se usa la misma moneda que los EEUU y que ella ya debería de saber esto. Ella le admitió que no lo supo. 29:40 - Discrimination was everywhere Discrimination was all over the city, however, Lackawanna was better than other places because there was a melting pot of ethnicities. Lackawanna was called the League of Nations because there were so many different ethnicities. They all came there to work for Bethlehem Steel. La discriminación estuvo por todos lados de la ciudad, pero, Lackawanna era mejor que los otros lugares porque hubo un crisol de etnicidades. Se llamó Lackawanna la ciudad de la liga de naciones porque hubo tantas etnicidades diferentes. Todos de ellos vinieron a Lackawanna para trabajar a Bethlehem Steel. 30:23 - Bethlehem Steel was the life in Lackawanna Along with Bethlehem Steel, there were excellent jobs at places such as Ford Company and a candle making company. Now, none of these jobs exist. Aparte de Bethlehem Steel, hubo puestos excelentes a lugares como Ford Motor Company y una compañía que hizo las velas. Ahora, no existe ninguno de estos trabajos. 30:44 - Life is not the same in Lackawanna People used to be able to find check cashing sites specifically for workers from the factories. Once the factories left, they left. You could also go to a bar and find honest people. If you put a $20 down to pay for drinks, no one would touch the money, but now, you can't leave anything unattended. The bars were full and people were honest. Era una vez cuando la gente podía encontrar un lugar para cobrar un cheque que existía específicamente para los trabajadores de las factorías. Cuando las factorías se cerraron, se fueron los lugares de cambio. También se pudo ir a un bar y encontrar a la gente sincera. Si se puso un billete de $20 para cobrar �las bebidas al bar, nadie lo tocaría, pero ahora, no se puede dejar nada. Los bares estuvieron llenos y la gente fue sincera. 31:51 - Social clubs were all over the place Lackawanna was home to many social clubs such as Little Spain, Mexican Club, Puerto Rican Club, Spanish Club, etc. Now that part of Lackawanna is populated by Arabic people. Lackawanna fue el hogar de muchos clubes sociales como Pequeña España, el Club Mexicano, el Club Puertorriqueño, la Asociación del Bienestar Española, etc. Ahora esa parte de Lackawanna es hogar de los árabes. 33:34 - Hispanics began to move to the West Side in the 1950s Hispanics began to move to the West Side of the city with Italians during the 1950s. Italians began to move out of the East Side once the Puerto Ricans started to move in. Enrique Jr. felt this was a sign of racism. Los hispanos empezaron a mudarse al Westside de Búfalo con los italianos en los años 1950. Los italianos empezaron a mudarse del East Side cuando los puertorriqueños empezaron a llegar al East Side. Enrique Menor sintió que fue una señal del racismo. 35:08 - Lots of Puerto Ricans in the late 50s By the late 1950s, there were numerous Puerto Ricans living in Buffalo because of the abundant factory jobs at Bethlehem Steel and Ford Motor Company. A finales de los años 1950, hubo numerosos puertorriqueños viviendo en Búfalo porque hubo una abundancia de puestos en las factorías como Bethlehem Steel y Ford Motor Company. 35:48 - $14/hr in 1979 Enrique Jr. earned $14/hr in 1979. At the time he was earning a lot of money. Everyone was earning a lot of money. Bethlehem Steel was supposed to close the factory in Pittsburgh but made a mistake and close the Buffalo factory which was the largest plant in the country. Enrique Menor ganó $14/hora en 1979. En este tiempo él ganaba mucho dinero. Todo el mundo ganaba mucho dinero. Supuestamente Bethlehem �Steel iba a cerrar la factoría en Pittsburgh pero hizo un error y cerró la factoría en Búfalo, la cual fue la planta más grande del país. 37:34 - Lost their insurance but not their pension Bethlehem Steel workers lost their insurance benefits once the plant closed down but didn't lose their pension. The Federal Government guaranteed that all former employees would receive their pension benefits--Enrique still receives a check each month to this day. Enrique Sr.'s pension comes from the same place, but in a different way. Los trabajadores de Bethlehem Steel perdieron los beneficios de seguridad cuando se cerró la planta pero no perdieron sus pensiones. El Gobierno Federal les aseguró que todos de los empleados anteriores recibirían sus beneficios de las pensiones—Todavía Enrique recibe un cheque cada mes hasta hoy en día. La pensión de Enrique Mayor viene del mismo lugar pero en otra manera. 42:27 - We aren't rich, we aren't poor, but we worked hard for what we have Enrique Jr. explains that he and his family has never been rich, they aren't poor, but they learned to work hard to own a home and take care of their families. They have lived in their home for 40 years and have had multiple members of their extended family living with them. They rented Enrique Sr.'s house until the neighborhood turned into a dangerous part or the city. They sold the house and moved to their current location. They didn't come with money, but they worked to get where they are today. Enrique Menor explica que él y su familia nunca han sido ricos, no son pobres, pero ellos aprendieron a trabajar duro para ser dueños de una casa y cuidar a sus familias. Ellos han vivido en su casa por 40 años y han tenido múltiples miembros de la familia extendida viviendo con ellos. Se renta la casa de Enrique Mayor hasta cuando el barrio se volvió a un lugar peligroso. Ellos vendieron la casa y se mudaron a su ubicación actual. Ellos no vinieron con dinero, pero ellos trabajaron mucho para vivir bien. 44:52 - 12 People founded the church on South Park A group of 12 people helped found the church on 446 South Park Avenue-including a priest. They found an old theater and little by little converted it into a church. Now the church has over a 100 members. �Un grupo de 12 personas ayudaron a fundar la iglesia a 446 Avenida South Park—incluye un sacerdote. Ellos encontraron un teatro viejo y poco a poco lo convirtieron a una iglesia. Ahora la iglesia tiene más de 100 miembros. 46:28 - It's a different system but the food is good There is a lot of money on the farms. Many current migrant workers come to Monte's on Swan Street. They sell traditional Puerto Rican food. The owner makes 300 pastelillos (little pockets filled with meats and vegetables.). After the interview, Enrique explained that this is a cultural beacon for Hispanics in Buffalo. Now that there are no more social clubs, people come and talk about culture and life in places like Monte's. Hay mucho dinero en las granjas. Muchos de los migrantes actuales vienen a la tienda Monte en la Calle Swan. Ellos vendieron la comida tradicional puertorriqueña. La dueña prepara 300 pastelillos (bolsillos pequeños llenados con carnes y vegetales). Después de la entrevista, Enrique explica que esta tienda es un faro cultural para los hispanos en Búfalo. Ahora que ya no existen los clubes sociales, la gente hispana viene ahí y habla sobre su cultura y la vida en lugares como esta tienda. 48:43 - Even the police love these pastelillos Enrique's son worked at the Police Station in the C District on Seneca Street. He would bring his fellow officers pastelillos while he was in the C District. Now it looks like a Police garage because so many officers go to get lunch. Once, the officers broadcasted the store's address over the radio and the SWAT team heard it and stopped to get food. El hijo de Enrique trabaja a la Comisaría de Policía en el Distrito C en la Calle Seneca. Él llevaba los pastelillos a sus compañeros de la policía mientras su tiempo en el Distrito C. Ahora, se ve como un garaje de la policía porque tantos oficiales compran su almuerzo ahí. Una vez, los oficiales transmitieron la dirección de la tienda por la radio y el Equipo de SWAT lo escuchó y fue a buscar comida a la tienda. 52:16 - Community centers changed over the years The Pucho Olivencia Center used to be the Puerto Rican Community Association. PRACA was a not-for-profit organization that offered social services to the Hispanic community. Now the Pucho Olivencia Center is a banquet/party rental venue for the Hispanic community. The Olivencia family has held onto this center for many years and just reopened it this year �(2013). Enrique Jr. explains that many people left the organization because it moved away from being a community center to a paid-for venue. Antes de ser el Centro Pucho Olivencia, el centro fue el Puerto Rican Community Association (PRACA). Ahora el Centro Pucho Olivencia es un sito para las festividades como los banquetes y celebraciones de la comunidad hispana. La familia Olivencia ha guardado este centro por muchos años y acabó de abrirlo de nuevo en 2013. Enrique Menor explica que mucha gente dejó la organización porque se alejó de ser un centro de la comunidad a un lugar por el pago. 53:29 - Older Puerto Ricans helped build the community center The city donated the piece of land on which the Pucho Olivencia Center is located. Many older Puerto Ricans helped build the center as a place to provide benefits to the Hispanic community. The mission has since changed: now it is a venue for social events. La ciudad le donó el pedazo de tierra sobre la cual está ubicado el Centro Pucho Olivencia. Muchos de los puertorriqueños mayores ayudaron a construir el Centro como un lugar que proviene los beneficios a la comunidad hispana. La misión ha cambiado desde el inicio: ahora es un lugar para los eventos sociales. � 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.) 1:06:53 Time Summary A summary of an interview given for different time stamps throughout the interview 1:22 - Enrique Sr. leaves Michigan for better pay Enrique Sr. left the farms in Michigan because they only paid him $5/week to cover food expenses. They had to pay back their plane ticket and couldn't do that with such a small salary. He then traveled to Brooklyn where he had family, but he found the same pay and that he couldn't survive off of it. Hispanics were treated poorly by the farmers at this time. Enrique mayor dejó las granjas en Michigan porque se pagaron $5/semana para cubrir los gastos de la comida. Ellos tuvieron que pagar sus pasajes del vuelo y no podían hacerlo con un salario tan poco. Luego, él viajó a Brooklyn donde tuvo familia, pero encontró el mismo pobre salario y que no pudo sobrevivir otra vez con tan poco. Se trataron los hispanos muy pobre por los granjeros en ese momento. 2:43 - An uncle in Lackawanna traveled to North Collins to pick Enrique Sr. up There wasn't any type of transportation for the migrant workers. Enrique Jr.'s uncle went to North Collins to pick up Enrique Sr. He picked him up on a Friday, by Monday, Enrique Sr. had a job with New York Central. Enrique Sr. worked for New York Central for 30 years. No hubo ningún tipo de transporte para los trabajadores migrantes. El hermano de Enrique Mayor fue a buscarlo en North Collins. Él lo buscó el viernes, al lunes siguiente, Enrique Mayor tuvo un puesto con New York Central. Enrique Mayor trabajó para New York Central para 30 años. 2:23 - You have to go outside to use the bathroom Enrique Sr.'s family lived in a poorly maintained house. You had to go outside to the outhouse to use the bathroom. La familia de Enrique Mayor vivía en una casa mal cuidada. Se tuvo que ir afuera a la letrina para usar el baño. 3:58 - Enrique Jr. was 12 when he moved to Lackawanna Enrique Jr. was 12 years old when his uncle brought them to Lackawanna. They lived in Lackawanna for 1 year and then moved to East Side of Buffalo on South Division St. Enrique showed a receipt from his gas deposit. The receipt was 60 years old. You only had to put $10 down to start gas service in your home. Enrique Menor tuvo 12 años cuando su tío lo llevó a Lackawanna. Ellos vivieron en Lackawanna por un año y luego se mudaron al East Side de Búfalo en la Calle Division de Sur. Enrique Menor mostró un comprobante de su primer pago del petróleo para la casa. El comprobante tuvo 60 años. Se tuvo que poner un depósito de $10 para empezar el servicio de petróleo en la casa. 5:03 - Enrique Sr. buys his own house In 1952, Enrique Sr. purchased a home on Myrtle Avenue. They fixed it up little by little and the family lived there until Enrique Sr. retired. After retirement, Enrique Sr. moved back to Puerto Rico where he set up a house until his wife passed away. En el año 1952, Enrique Mayor compró una casa en la Avenida Myrtle. Ellos la repararon poco a poco y la familia vivió ahí hasta la jubilación de Enrique Mayor. Después de retirarse, Enrique Mayor regresó a Puerto Rico donde estableció un hogar con sus esposa hasta su muerte. 5:48 - Enrique Jr. and his children stayed in Buffalo Enrique Jr. and his family stayed in South Buffalo. He has one son in the police department and the other is a corrections officer. Both live in the area. Enrique Jr. and his wife have lived in their home on Woodside for 40 years. Enrique Menor y su familia se quedaron en Búfalo del Sur. Él tiene un hijo en la policía y el otro es un oficial de corrección. Ambos viven en el área. Enrique Menor y su esposa ha vivido en su casa en la Avenida Woodside por 40 años. 6:25 - Enrique Jr.'s mom gets sick Enrique Jr.'s mom got sick from gangue green in one of her legs. With the help of a friend, Roberto Quintana, they took her to Buffalo General to seek help. She passed away about a month and a half later. Since then, Enrique Sr. has lived with his son and daughter in law. La madre de Enrique Menos se enfermó de verde pandillas en una de sus piernas. Con la ayuda de un amigo, Roberto Quintana, ellos la llevaron al Hospital General de Búfalo. Ella se falleció más o menos un mes y medio después. Desde entonces, Enrique Mayor ha vivido con su hijo y nuera. 8:00 - Enrique Sr. is hit by a train Enrique Sr. explains how he was injured in a train accident. A train hit him at 3:00AM in 1954. Enrique Sr. was clearing the snow off of the switches when a train unexpectedly came and hit the group of workers. Many of the men died a few weeks later. Enrique Sr. was fortunate enough to only need 7 stitches on his head. Enrique Mayor explica cómo fue herido en un accidente con un tren. Un tren se chocó con él a las 3 de la mañana en el año 1954. Enrique Mayor estaba limpiando la nieve de los interruptores de tren cuando un tren llegó sin aviso y se chocó con un grupo de trabajadores. Muchos de los hombres murieron unas semanas después. Enrique Mayor fue bastante afortunado que solamente necesitó 7 puntadas en su cabeza. 9:36 - 99 years young Enrique Sr. turned 99 in August. He was born on August 15, 1913. He is completely healthy with the exception of a pinched nerve from the train accident. Enrique Mayor cumplió 99 años en agosto. Nació el 15 de agosto, 1913. Él tiene muy buena salud excepto de un nervio pellizcado del accidente de tren. 11:29 - People would kidnap abused migrant workers Family members and friends would drive down to the camps and kidnap their loved ones to help them find better jobs and living conditions because the farmers would treat them so poorly. Los miembros de la familia y amigos manejaban a los campos y secuestraron a los que amaron para ayudarlos encontrar mejores puestos y condiciones de vivienda porque los granjeros los maltrataron. 11:49 - Living in the camps was tough Migrant workers would live in wooden sheds with nothing more than wooden floors and a place to cook on the farms. Los trabajadores migrantes vivirían en cobertizos de madera con nada más que los suelos de madera y un lugar para cocinar en las granjas. 13:55 - Founder of a church at 446 South Park Enrique Sr. was a founder of the church at 446 South Park Avenue. Enrique Mayor fundó la iglesia a 446 Avenida South Park. 14:26 - There were only around 100 Puerto Ricans in Buffalo when they arrived There were only about 100 Puerto Ricans on the East and West Sides of Buffalo in 1952 when the Padilla family arrived in Buffalo. Hubo más o menos 100 puertorriqueños en el East Side y West Side de Búfalo en 1952 cuando la familia Padilla llegó a Búfalo. 15:08 - Puerto Ricans came to Buffalo to make a better life for their family Life on the island was very difficult so many Puerto Ricans came to Buffalo and other places on the mainland to make a better life for their families. La vida en la isla fue muy diferente pues muchos puertorriqueños vinieron a Búfalo y a otros lugares en la tierra continental para mejorar la vida para sus familias. 15:57 - Many people didn't know what benefits they would get by coming to the mainland Many Puerto Ricans were unaware of some of the benefits they could get by coming to the mainland. Muchos de los puertorriqueños no sabían que podían recibir ciertos beneficios si vinieron a la tierra continental. 16:50 - The radio was the only method of communication in the 50s Many people relied on the radio to hear the news and sportscasts. Many people purchased newspapers but weren't able to read them. Mucha gente confió mucho en la radio para escuchar las noticias y yesos deportivos. Mucha gente compró los periódicos pero no podían leerlos. 18:30 - Migrant workers would write to their relatives back in Puerto Rico Relatives would write letters to their families back in Puerto Rico to let them know that there were job opportunities available on the mainland. Enrique Sr. had a relative already here when he learned about potential jobs. This is how many Puerto Ricans learned about jobs and opportunities outside of the island. Los parientes escribían a sus familias en Puerto Rico para avisarles que había oportunidades disponibles en la tierra continental. Enrique Mayor tuvo un pariente ya viviendo ahí cuando aprendió sobre los puestos disponibles. Este es como muchos de los puertorriqueños aprendieron sobre los trabajos y las oportunidades afuera de la isla. 19:30 - Enrique Sr. came through the immigration system Eventually contractors began searching for farm workers to bring to the north. They would pay for the plane ticket and the workers would have to repay them. Many migrant workers abandoned their contractors because they weren't making enough money to pay back the ticket and survive. Many farmers were only paying $5/week. Plan tickets at that time cost between $50-$70. Eventualmente los contratistas empezaron a buscar los trabajadores para llevarlos al norte. Ellos cobran los vuelos y los trabajadores tendrían que pagarlos cuando empiezan a recibir un sueldo. Muchos de los trabajadores migrantes abandonaron a sus contratistas porque no recibieron un sueldo suficiente para pagar el vuelo o sobrevivir. Muchos granjeros solamente les pagaron $5/semana. En ese momento el precio de los pasajes de vuelo salieron de $50 a $70. 19:38 - Enrique Sr. arrived in an old Army plane with 2 motors Enrique Sr. came in an old Army plane with two motors. There were no seats, there were only places to hang hammocks and stand. The plane had to stop multiple times because it could not make the entire distance between Puerto Rico and New York. Enrique Mayor vino en un avión viejo del ejército con dos motores. No había asientos, solamente había lugares para colgar una hamaca y para pararse. El avión tuvo que parar múltiples veces porque no pudo llegar a la distancia completa entre Puerto Rico y Nueva York. 20:07 - Enrique Jr. introduces Enrique Sr. Enrique Jr. introduces his father Enrique Sr. Enrique Menor presenta a su padre Enrique Mayor. 20:58 - El mejor trabajo Enrique Jr. found a job in the best place of employment. They paid the best and was open 24/7. 25,000 people worked at Bethlehem Steel. Enrique Menor encontró un puesto en el mejor lugar de empleo. Ellos pagaron lo más y estaban abiertos 24/7. 25,000 personas trabajaron a Bethlehem Steel. 21:25 - Wife worked at School Enrique Jr.'s wife worked at Public School 6 for 29 years. La esposa de Enrique Menor trabajó a la Escuela Pública 6 por 29 años. 22:35 - The entire family worked at Bethlehem Steel including women Almost everyone in the family worked at Bethlehem Steel including the women who filled in the men's job during World War II. Casi todo el mundo en la familia trabajaba a Bethlehem Steel, incluyen las mujeres que tomaron los puestos de los hombres durante la Segunda Guerra Mundial. 26:30 - Speak English! The Padilla's moved into an Italian neighborhood on the East Side. They were told to speak English when they interacted with people in the neighborhood. They had to go to school to learn, but eventually were able to defend themselves when confronted. They felt multiple forms of discrimination because they could not speak English right away even though they were there as American citizens. Enrique Jr. explains that he felt he deserved all of the same rights as other Americans because of Puerto Rico's relationship with the U.S. but still felt discrimination. He feels that if you can be drafted in the Army and fight in Vietnam or Korea then you should have access to all American rights, including voting. La familia Padilla se mudó a un barrio italiano al East Side. Se dijo que hablen inglés cuando interactúan con la gente del vecindario. Ellos tuvieron que ir a la escuela para aprender, pero eventualmente fueron capaces de defenderse en un enfrentamiento. Ellos sintieron múltiples formas de discriminación porque ellos no podían hablar el inglés al principio aunque ellos eran ciudadanos estadounidenses. Enrique Menor explica que él sintió que mereció todos de los mismos derechos que los otros estadounidenses por la relación entre los EEUU y Puerto Rico, pero, todavía sintió la discriminación. Él siente que si se puede ser alistado al ejército y luchar en Vietnam o Corea, pues, se debe tener el mismo acceso a todos de los derechos estadounidenses, este incluye el voto. 28:38 - What denomination? Enrique Jr. brought a check worth $5,000 from El Banco Popular de Puerto Rico with New York City address to a bank in Lackawanna. The woman asked him in which denomination he wants the cash in. Enrique Jr. told her that Puerto Rico uses the same money as the United States and that she should have known this. She admitted to not knowing. Enrique Menor llevó un cheque de $5,000 del Banco Popular de Puerto Rico con una dirección de la Ciudad de Nueva York a un banco en Lackawanna. La mujer le preguntó en cuál denominación quiere el efectivo. Enrique Menor le dijo que en Puerto Rico se usa la misma moneda que los EEUU y que ella ya debería de saber esto. Ella le admitió que no lo supo. 29:40 - Discrimination was everywhere Discrimination was all over the city, however, Lackawanna was better than other places because there was a melting pot of ethnicities. Lackawanna was called the League of Nations because there were so many different ethnicities. They all came there to work for Bethlehem Steel. La discriminación estuvo por todos lados de la ciudad, pero, Lackawanna era mejor que los otros lugares porque hubo un crisol de etnicidades. Se llamó Lackawanna la ciudad de la liga de naciones porque hubo tantas etnicidades diferentes. Todos de ellos vinieron a Lackawanna para trabajar a Bethlehem Steel. 30:23 - Bethlehem Steel was the life in Lackawanna Along with Bethlehem Steel, there were excellent jobs at places such as Ford Company and a candle making company. Now, none of these jobs exist. Aparte de Bethlehem Steel, hubo puestos excelentes a lugares como Ford Motor Company y una compañía que hizo las velas. Ahora, no existe ninguno de estos trabajos. 30:44 - Life is not the same in Lackawanna People used to be able to find check cashing sites specifically for workers from the factories. Once the factories left, they left. You could also go to a bar and find honest people. If you put a $20 down to pay for drinks, no one would touch the money, but now, you can't leave anything unattended. The bars were full and people were honest. Era una vez cuando la gente podía encontrar un lugar para cobrar un cheque que existía específicamente para los trabajadores de las factorías. Cuando las factorías se cerraron, se fueron los lugares de cambio. También se pudo ir a un bar y encontrar a la gente sincera. Si se puso un billete de $20 para cobrar las bebidas al bar, nadie lo tocaría, pero ahora, no se puede dejar nada. Los bares estuvieron llenos y la gente fue sincera. 31:51 - Social clubs were all over the place Lackawanna was home to many social clubs such as Little Spain, Mexican Club, Puerto Rican Club, Spanish Club, etc. Now that part of Lackawanna is populated by Arabic people. Lackawanna fue el hogar de muchos clubes sociales como Pequeña España, el Club Mexicano, el Club Puertorriqueño, la Asociación del Bienestar Española, etc. Ahora esa parte de Lackawanna es hogar de los árabes. 33:34 - Hispanics began to move to the West Side in the 1950s Hispanics began to move to the West Side of the city with Italians during the 1950s. Italians began to move out of the East Side once the Puerto Ricans started to move in. Enrique Jr. felt this was a sign of racism. Los hispanos empezaron a mudarse al Westside de Búfalo con los italianos en los años 1950. Los italianos empezaron a mudarse del East Side cuando los puertorriqueños empezaron a llegar al East Side. Enrique Menor sintió que fue una señal del racismo. 35:08 - Lots of Puerto Ricans in the late 50s By the late 1950s, there were numerous Puerto Ricans living in Buffalo because of the abundant factory jobs at Bethlehem Steel and Ford Motor Company. A finales de los años 1950, hubo numerosos puertorriqueños viviendo en Búfalo porque hubo una abundancia de puestos en las factorías como Bethlehem Steel y Ford Motor Company. 35:48 - $14/hr in 1979 Enrique Jr. earned $14/hr in 1979. At the time he was earning a lot of money. Everyone was earning a lot of money. Bethlehem Steel was supposed to close the factory in Pittsburgh but made a mistake and close the Buffalo factory which was the largest plant in the country. Enrique Menor ganó $14/hora en 1979. En este tiempo él ganaba mucho dinero. Todo el mundo ganaba mucho dinero. Supuestamente Bethlehem Steel iba a cerrar la factoría en Pittsburgh pero hizo un error y cerró la factoría en Búfalo, la cual fue la planta más grande del país. 37:34 - Lost their insurance but not their pension Bethlehem Steel workers lost their insurance benefits once the plant closed down but didn't lose their pension. The Federal Government guaranteed that all former employees would receive their pension benefits--Enrique still receives a check each month to this day. Enrique Sr.'s pension comes from the same place, but in a different way. Los trabajadores de Bethlehem Steel perdieron los beneficios de seguridad cuando se cerró la planta pero no perdieron sus pensiones. El Gobierno Federal les aseguró que todos de los empleados anteriores recibirían sus beneficios de las pensiones—Todavía Enrique recibe un cheque cada mes hasta hoy en día. La pensión de Enrique Mayor viene del mismo lugar pero en otra manera. 42:27 - We aren't rich, we aren't poor, but we worked hard for what we have Enrique Jr. explains that he and his family has never been rich, they aren't poor, but they learned to work hard to own a home and take care of their families. They have lived in their home for 40 years and have had multiple members of their extended family living with them. They rented Enrique Sr.'s house until the neighborhood turned into a dangerous part or the city. They sold the house and moved to their current location. They didn't come with money, but they worked to get where they are today. Enrique Menor explica que él y su familia nunca han sido ricos, no son pobres, pero ellos aprendieron a trabajar duro para ser dueños de una casa y cuidar a sus familias. Ellos han vivido en su casa por 40 años y han tenido múltiples miembros de la familia extendida viviendo con ellos. Se renta la casa de Enrique Mayor hasta cuando el barrio se volvió a un lugar peligroso. Ellos vendieron la casa y se mudaron a su ubicación actual. Ellos no vinieron con dinero, pero ellos trabajaron mucho para vivir bien. 44:52 - 12 People founded the church on South Park A group of 12 people helped found the church on 446 South Park Avenue--including a priest. They found an old theater and little by little converted it into a church. Now the church has over a 100 members. Un grupo de 12 personas ayudaron a fundar la iglesia a 446 Avenida South Park—incluye un sacerdote. Ellos encontraron un teatro viejo y poco a poco lo convirtieron a una iglesia. Ahora la iglesia tiene más de 100 miembros. 46:28 - It's a different system but the food is good There is a lot of money on the farms. Many current migrant workers come to Monte's on Swan Street. They sell traditional Puerto Rican food. The owner makes 300 pastelillos (little pockets filled with meats and vegetables.). After the interview, Enrique explained that this is a cultural beacon for Hispanics in Buffalo. Now that there are no more social clubs, people come and talk about culture and life in places like Monte's. Hay mucho dinero en las granjas. Muchos de los migrantes actuales vienen a la tienda Monte en la Calle Swan. Ellos vendieron la comida tradicional puertorriqueña. La dueña prepara 300 pastelillos (bolsillos pequeños llenados con carnes y vegetales). Después de la entrevista, Enrique explica que esta tienda es un faro cultural para los hispanos en Búfalo. Ahora que ya no existen los clubes sociales, la gente hispana viene ahí y habla sobre su cultura y la vida en lugares como esta tienda. 48:43 - Even the police love these pastelillos Enrique's son worked at the Police Station in the C District on Seneca Street. He would bring his fellow officers pastelillos while he was in the C District. Now it looks like a Police garage because so many officers go to get lunch. Once, the officers broadcasted the store's address over the radio and the SWAT team heard it and stopped to get food. El hijo de Enrique trabaja a la Comisaría de Policía en el Distrito C en la Calle Seneca. Él llevaba los pastelillos a sus compañeros de la policía mientras su tiempo en el Distrito C. Ahora, se ve como un garaje de la policía porque tantos oficiales compran su almuerzo ahí. Una vez, los oficiales transmitieron la dirección de la tienda por la radio y el Equipo de SWAT lo escuchó y fue a buscar comida a la tienda. 52:16 - Community centers changed over the years The Pucho Olivencia Center used to be the Puerto Rican Community Association. PRACA was a not-for-profit organization that offered social services to the Hispanic community. Now the Pucho Olivencia Center is a banquet/party rental venue for the Hispanic community. The Olivencia family has held onto this center for many years and just reopened it this year (2013). Enrique Jr. explains that many people left the organization because it moved away from being a community center to a paid-for venue. Antes de ser el Centro Pucho Olivencia, el centro fue el Puerto Rican Community Association (PRACA). Ahora el Centro Pucho Olivencia es un sito para las festividades como los banquetes y celebraciones de la comunidad hispana. La familia Olivencia ha guardado este centro por muchos años y acabó de abrirlo de nuevo en 2013. Enrique Menor explica que mucha gente dejó la organización porque se alejó de ser un centro de la comunidad a un lugar por el pago. 53:29 - Older Puerto Ricans helped build the community center The city donated the piece of land on which the Pucho Olivencia Center is located. Many older Puerto Ricans helped build the center as a place to provide benefits to the Hispanic community. The mission has since changed: now it is a venue for social events. La ciudad le donó el pedazo de tierra sobre la cual está ubicado el Centro Pucho Olivencia. Muchos de los puertorriqueños mayores ayudaron a construir el Centro como un lugar que proviene los beneficios a la comunidad hispana. La misión ha cambiado desde el inicio: ahora es un lugar para los eventos sociales. 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 Enrique Padilla Creator An entity primarily responsible for making the resource Enrique Padilla (Interviewee) Stephanie Bucalo (Interviewer) Description An account of the resource This interview took place on September 15, 2012 with Enrique Padilla Sr. and Jr. at Enrique Jr.’s home on Woodside Avenue in Buffalo, NY. Enrique Sr. was born in Puerto Rico and migrated to Michigan in 1949. He later migrated again to Brooklyn, NY where he had family members already living and working and then to Lackawanna where he established a home for his family. Enrique Sr. worked for New York Central and was paid a higher salary than what he was originally offered through his agricultural contract which brought him to the United States in 1949. Enrique Sr. worked on the farms in North Collins first before obtaining employment at New York Central. Employment at New York Central provided a much better salary for him and his family. Enrique Sr. was very uncomfortable during this interview. His son, Enrique Jr., was kind enough to answer questions for and about his father as well as about his own life growing up in Western New York. Enrique Jr. arrived in Lackawanna when he was 12 years old. He and his family originally lived in the predominantly Puerto Rican neighborhood on the Lower East Side until they relocated to the Lower West Side which was becoming progressively more and more Puerto Rican. Enrique Jr. describes the various forms of discrimination that Puerto Ricans faced in both locations and the methods they used to overcome them. The majority of this interview focuses on labor, community building and cultural acclamation. Enrique Jr. explains his own employment experiences as well as his wife’s and his father’s. He also gives a strong overview of life in Lackawanna during the mid-twentieth century. He describes the social, political and economic nature of the city based on its relationship to companies such as Bethlehem Steel, Ford Motor Company and New York Central, to name a few. He then concludes by talking about how the Hispanic community has changed over the years, what still remains and what it is lacking. Esta entrevista tomó lugar el 15 de septiembre de 2012 con Enrique Padilla Mayor y Menor en la casa de Enrique Menor en Búfalo, NY. Enrique Mayor nació en Puerto Rico y migró a Michigan en el año 1949. Más tarde él migró otra vez a Brooklyn, NY donde ya tuvo familia trabajando y viviendo ahí, y luego migró a Lackawanna dónde él estableció un hogar para su familia. Enrique Mayor trabajó para New York Central y fue pagado un sueldo más alto de que lo que originalmente ganaba por su contrato de trabajo agrícolo lo cual lo trajo a los Estados Unidos en el año 1949. Enrique Mayor trabajó en las granjas de North Collins antes de obtener empleo a New York Central. El empleo a New York Central proveyó un salario mucho más alto para él y su familia. Enrique Mayor estaba muy incómodo durante la entrevista. Su hijo, Enrique Menor, generosamente asumió el rol del entrevistado y contestó preguntas sobre su padre y también sobre su propia vida durante los años iniciales de su tiempo en Nueva York del Oeste hasta hoy en día. Enrique Menor llegó a Lackawanna cuando tuvo 12 años. Él y su familia originalmente vivían en el barrio mayormente puertorriqueño en el Lower East Side hasta cuando se mudaron al Lower West Side lo cual poco a poco se volvía un barrio creciente hispano. Enrique Menor describe varias formas de discriminación que los puertorriqueños se enfrentaron en ambas ubicaciones y los métodos que ellos usaron para superarla. Se enfoca la mayoría de esta entrevista en el labor, la formación de la comunidad y la aclimatación cultural. Enrique Menor explica sus propias experiencias de empleo tanto como las de su esposa y padre. Él también da una visión de conjunto fuerte sobre la vida en Lackawanna durante el medio del siglo veinte. Él describe el ambiente social, política y económica de la ciudad basada en la relación con las compañías como Bethlehem Steel, Ford Motor Company y New York Central, para nombrar algunos. Luego, él concluye por hablar sobre cómo la comunidad hispana ha cambiado sobre los años, lo que se queda y lo que se le falta. Date A point or period of time associated with an event in the lifecycle of the resource 2012-09-15 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library 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 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 Employment and Labor Migration http://omeka.buffalolib.org/files/original/8ad731c542bec4e9af003c4f9269864d.mp3 7d465c11c48ea2dd1be9cf459e4335f0 http://omeka.buffalolib.org/files/original/a8e951373c6729b011b08c5225a92175.pdf e471daddb6d9e8b6a79e3a5c3053780d PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Casimiro Rodriguez Interview Location: West Seneca, NY Interview Date: July 31, 2012 Interview Conducted by: Stephanie Bucalo Executive Summary Cas was born in Lackawanna, NY in 1955 and his sister in 1956. Cas grew up in the Baker Home Projects, right across the street from the plant's parking lot. In 1968 his family moved to the Allentown area (Mariner Street) in Buffalo. He was born and raised in Buffalo. He went to Grover-Cleveland high school and went to University at Buffalo. In 1972 and in 1977 he graduated college, began working at General Motors and started his own family. He worked for GM for 34 years, he began as a laborer and after he finished college he went into the management program. The management program took Cas across the world, through Mexico, Europe and Asia. He retired from GM in 2006. Cas had to be persistent in order to get a job at General Motors. He was going to college at the time and he needed a good job because he was already married and he had a child. Even though it wasn't difficult to get into General Motors, Cas says you had to "know someone" to get into General Motors. He had to call Mr. Hudson (the personnel manager) every morning at 9 a.m. until Mr. Hudson told him he had to come into work by 1 p.m. if he wanted the job. Resumen Ejecutivo: Cas nació en la ciudad de Lackawanna, NY en el año 1955 y su hermana nació en el año 1956. Cas creció en los Baker Home Projects, justo en frente de la calle de donde se ubica el estacionamiento de la planta. En el año 1968, la familia se mudó a Allentown (la Calle Mariner) en Búfalo. Vivía la mayoría de su vida en Búfalo. Asistió a la escuela secundaria a Grover-Cleveland y después a la Universidad a Búfalo. Él empezó a la universidad en el año 1972 y se graduó en el año 1977, él empezó a trabajar a General Motors y empezó su propia familia. Él trabajaba a GM por 34 años, él empezó al puesto de trabajador manual, después de terminar su titulado universitario se trasladó al programa de gestión. El programa de gestión lo llevó por el mundo, incluso México, Europa y Asia. Se retiró de GM en 2006. Cas tuvo que ser persistente para conseguir un puesto a General Motors. Él asistía a la universidad al momento y él necesitaba el buen empleo porque ya se había casado y había tenido un hijo. Aunque no era difícil conseguir un puesto a General Motors, Cas dijo que tenía que “conocer a alguien” para entrar en la compañía. Él tuvo que llamar al Sr. Hudson �(el director personal) cada mañana a las 9 de la mañana hasta cuando el Sr. Hudson le dijo que tuvo un puesto si pudiera llegar a trabajar a la una de la tarde. Story Clips: 7:36 - The American Dream "I'm pretty sure they experienced the same hardships that many other families experienced, a new country, a new culture, a new way of life . . . looking for that American dream, if you would." "Estoy seguro que ellos se sintieron la vida dura como las otras familias experimentaron, un nuevo país, una nueva cultura y una nueva manera de vida...buscando el sueño estadounidense." 8:05 - Lessons from Dad "I never knew of my dad taking a day off from work, even though he was sick." Cas's dad went into work if he had a cold or pneumonia. This hard work ethic transferred to the children and taught them the importance of being dependable, responsible, and reliable workers. Mi padre nunca perdió un día de trabajo, aun cuando estaba enfermo." El padre de Cas fue al trabajo aun cuando tenía un resfrío o neumonía. Su ética de laborar se trasladó a los niños y los enseñó la importancia de ser confiable, responsable y trabajadores constantes. 9:21 - Translating in the Doctor's Office Cas goes with his mother to the doctor because she needed a translator and modern services to migrants today were not available back then. Cas acompaña a su madre al médico porque ella necesitaba alguien bilingüe y los servicios modernos no estaban disponibles a los migrantes en esa época. 12:11 - Cas Remembers the Nurse of the Projects Cas remembers "The Nurse of the Projects." His neighbor, Mrs. Gray, would make house calls around the projects anytime someone was ill. She "came to the rescue" whenever anyone got sick. Cas se acuerda “La enfermera del barrio.” Su vecina, Sra. Gray, llamaría a los residentes del barrio cuando alguien se sentía enfermo. Ella llegaba a la asistencia cuando alguien se enfermaba. �13:25 - A Sense of Community Makes Life Easier Cas says life is easier when there is a sense of community in your neighborhood. Cas dice que la vida se simplifica cuando hay un sentido de comunidad en su propio barrio. 19:50 - The First Event of the HHC Cas explains that the HHC began after his idea to kick off Hispanic Heritage Month (Sept. 15 - Oct. 15) in Buffalo. He met with Directors of the Erie County Library in order to propose that the kick off take place at the Central Library. Cas explica que el HHC empezó después aprender de su idea para empezar el mes de Herencia Hispana (el 15 de Septiembre al 15 de Octubre) en Búfalo. Se juntó con los directores de la Biblioteca de Erie County para proponer que los eventos tomaran lugar a la biblioteca central. 27:18 - The Mission of the HHC Cas quickly details the mission of the HHC. Rápidamente Cas explica la misión del HHC. 32:13 - This is for the Children Cas says that the HHC can bring the culture and heritage of Hispanic communities to the children who "crave" it. He says that their work isn't only for the present, but for the future as well. Cas dice que el HHC les puede llevar la cultura y la herencia de las comunidades hispanas a los niños quien las antojan. Él dice que su trabajo no solo existe con el propósito del presente, pero también para el futuro. 34:36 - The Disconnect Between Generations The culture, environment, and surroundings in other countries are different than America. "A child growing up in Puerto Rico will not have the same experiences as a child growing up in America." "The disconnect is that maybe their parents weren't born here, but they were born here." Cas explains the disconnect between generations as a result of their upbringing. �La cultura, el ambiente, los vecindarios en otros países son diferentes de los de los Estados Unidos. "Un niño que se crece en Puerto Rico no tendrá las mismas experiencias que un niño en los Estados Unidos. "La razón para esta desconexión es que sus padres no nacieron aquí, pero ellos (los niños) nacieron aquí)." Cas explica la desconexión entre las generaciones por el resultado de sus juventudes. 42:46 - Cas's Goal Cas says that he hopes the HHC will manifest a wealth of information (available in the libraries and historical societies of Western NY) that is available to the public at all times. Cas dice que él espera que el HHC se manifieste una riqueza de información (la que será disponible en las bibliotecas y el museo de historia en Western New York) y que sea siempre disponible al público. 46:48 - What Migrants Need Cas says that migrant workers need good paying jobs to support their families, but they need persistence and a strong work ethic in order to make it work in America. He says migrants come from humble beginnings but with the aforementioned skills they are able to build on their root foundations to "live on." Cas dice que los migrantes necesitan puestos buenos que les pagan bien para sostener a la familia, pero necesitan la persistencia y una ética fuerte de trabajar para que sobrevivan en los Estados Unidos. Dice que los migrantes vienen de vidas humildes pero con las habilidades antes mencionadas, ellos pueden plantear la fundación para "adelantarse". 52:59 - A Family of 13 Cas says he gives his parents a lot of credit, because his family was large and even though there were a lot of mouths to feed his parents never gave up. Cas dice que les da mucho crédito a sus padres, porque su familia era grande y a pesar de que habían muchas bocas para alimentar, sus padres nunca se rindieron. 55:42 - It Begins at Home �Cas says that a strong sense of community and a need to do things for your "fellow man", begins at home. Cas dice que un sentido fuerte de comunidad y una necesidad de hacer las cosas para su "compañero", empiezan en el hogar. 55:54 - Helping Someone in the Community Cas feels a sense of accomplishment every time he helps an individual or someone in the community. He says these feelings of accomplishment and the need to help other people starts at childhood, because you cannot be passive about helping others if you grew up in a family full of love and encouragement. Cas tiene un sentido del éxito cada vez que él ayuda a un individuo o a alguien en la comunidad. Él dice que esos sentimientos de éxito y la necesidad de ayudar a otra gente empiezan a la niñez, porque no se puede ser pasivo con la ayuda de otros cuando se crece en una familia llena de amor y estímulo. 56:42 - You don't need lots of money Cas says you don't need lots of money to raise a good family. His family didn't have a lot of money but they had a lot of love and, as a result, him and his siblings still look out for one another even though his parents are gone. Cas dice que no se necesita mucho dinero para criar una buena familia. Su familia no tenía mucho dinero pero ellos tenían mucho amor y, como resultado, él y sus hermanos todavía se cuidan a uno a otro aunque sus padres ya se han fallecido. 58:02 - Bringing his children up Cas says he brought his children up the way he was brought up, and his children and grandchildren are his greatest reward in life. Cas dice que creció a sus niños en la manera de que él fue criado, y sus hijos y nietos son la mejor recompensa de su vida. � 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 West Seneca, NY Time Summary A summary of an interview given for different time stamps throughout the interview 7:36 - The American Dream "I'm pretty sure they experienced the same hardships that many other families experienced, a new country, a new culture, a new way of life . . . looking for that American dream, if you would." "Estoy seguro que ellos se sintieron la vida dura como las otras familias experimentaron, un nuevo país, una nueva cultura y una nueva manera de vida...buscando el sueño estadounidense." 8:05 - Lessons from Dad "I never knew of my dad taking a day off from work, even though he was sick." Cas's dad went into work if he had a cold or pneumonia. This hard work ethic transferred to the children and taught them the importance of being dependable, responsible, and reliable workers. Mi padre nunca perdió un día de trabajo, aun cuando estaba enfermo." El padre de Cas fue al trabajo aun cuando tenía un resfrío o neumonía. Su ética de laborar se trasladó a los niños y los enseñó la importancia de ser confiable, responsable y trabajadores constantes. 9:21 - Translating in the Doctor's Office Cas goes with his mother to the doctor because she needed a translator and modern services to migrants today were not available back then. Cas acompaña a su madre al médico porque ella necesitaba alguien bilingüe y los servicios modernos no estaban disponibles a los migrantes en esa época. 12:11 - Cas Remembers the Nurse of the Projects Cas remembers "The Nurse of the Projects." His neighbor, Mrs. Gray, would make house calls around the projects anytime someone was ill. She "came to the rescue" whenever anyone got sick. Cas se acuerda “La enfermera del barrio.” Su vecina, Sra. Gray, llamaría a los residentes del barrio cuando alguien se sentía enfermo. Ella llegaba a la asistencia cuando alguien se enfermaba. 13:25 - A Sense of Community Makes Life Easier Cas says life is easier when there is a sense of community in your neighborhood. Cas dice que la vida se simplifica cuando hay un sentido de comunidad en su propio barrio. 19:50 - The First Event of the HHC Cas explains that the HHC began after his idea to kick off Hispanic Heritage Month (Sept. 15 - Oct. 15) in Buffalo. He met with Directors of the Erie County Library in order to propose that the kick off take place at the Central Library. Cas explica que el HHC empezó después aprender de su idea para empezar el mes de Herencia Hispana (el 15 de Septiembre al 15 de Octubre) en Búfalo. Se juntó con los directores de la Biblioteca de Erie County para proponer que los eventos tomaran lugar a la biblioteca central. 27:18 - The Mission of the HHC Cas quickly details the mission of the HHC. Rápidamente Cas explica la misión del HHC. 32:13 - This is for the Children Cas says that the HHC can bring the culture and heritage of Hispanic communities to the children who "crave" it. He says that their work isn't only for the present, but for the future as well. Cas dice que el HHC les puede llevar la cultura y la herencia de las comunidades hispanas a los niños quien las antojan. Él dice que su trabajo no solo existe con el propósito del presente, pero también para el futuro. 34:36 - The Disconnect Between Generations The culture, environment, and surroundings in other countries are different than America. "A child growing up in Puerto Rico will not have the same experiences as a child growing up in America." "The disconnect is that maybe their parents weren't born here, but they were born here." Cas explains the disconnect between generations as a result of their upbringing. La cultura, el ambiente, los vecindarios en otros países son diferentes de los de los Estados Unidos. "Un niño que se crece en Puerto Rico no tendrá las mismas experiencias que un niño en los Estados Unidos. "La razón para esta desconexión es que sus padres no nacieron aquí, pero ellos (los niños) nacieron aquí)." Cas explica la desconexión entre las generaciones por el resultado de sus juventudes. 42:46 - Cas's Goal Cas says that he hopes the HHC will manifest a wealth of information (available in the libraries and historical societies of Western NY) that is available to the public at all times. Cas dice que él espera que el HHC se manifieste una riqueza de información (la que será disponible en las bibliotecas y el museo de historia en Western New York) y que sea siempre disponible al público. 46:48 - What Migrants Need Cas says that migrant workers need good paying jobs to support their families, but they need persistence and a strong work ethic in order to make it work in America. He says migrants come from humble beginnings but with the aforementioned skills they are able to build on their root foundations to "live on." Cas dice que los migrantes necesitan puestos buenos que les pagan bien para sostener a la familia, pero necesitan la persistencia y una ética fuerte de trabajar para que sobrevivan en los Estados Unidos. Dice que los migrantes vienen de vidas humildes pero con las habilidades antes mencionadas, ellos pueden plantear la fundación para "adelantarse". 52:59 - A Family of 13 Cas says he gives his parents a lot of credit, because his family was large and even though there were a lot of mouths to feed his parents never gave up. Cas dice que les da mucho crédito a sus padres, porque su familia era grande y a pesar de que habían muchas bocas para alimentar, sus padres nunca se rindieron. 55:42 - It Begins at Home Cas says that a strong sense of community and a need to do things for your "fellow man", begins at home. Cas dice que un sentido fuerte de comunidad y una necesidad de hacer las cosas para su "compañero", empiezan en el hogar. 55:54 - Helping Someone in the Community Cas feels a sense of accomplishment every time he helps an individual or someone in the community. He says these feelings of accomplishment and the need to help other people starts at childhood, because you cannot be passive about helping others if you grew up in a family full of love and encouragement. Cas tiene un sentido del éxito cada vez que él ayuda a un individuo o a alguien en la comunidad. Él dice que esos sentimientos de éxito y la necesidad de ayudar a otra gente empiezan a la niñez, porque no se puede ser pasivo con la ayuda de otros cuando se crece en una familia llena de amor y estímulo. 56:42 - You don't need lots of money Cas says you don't need lots of money to raise a good family. His family didn't have a lot of money but they had a lot of love and, as a result, him and his siblings still look out for one another even though his parents are gone. Cas dice que no se necesita mucho dinero para criar una buena familia. Su familia no tenía mucho dinero pero ellos tenían mucho amor y, como resultado, él y sus hermanos todavía se cuidan a uno a otro aunque sus padres ya se han fallecido. 58:02 - Bringing his children up Cas says he brought his children up the way he was brought up, and his children and grandchildren are his greatest reward in life. Cas dice que creció a sus niños en la manera de que él fue criado, y sus hijos y nietos son la mejor recompensa de su vida. 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 Casimiro Rodriguez Creator An entity primarily responsible for making the resource Casimiro Rodríguez (Interviewee) Stephanie Bucalo (Interviewer) Description An account of the resource Cas was born in Lackawanna, NY in 1955 and his sister in 1956. Cas grew up in the Baker Home Projects, right across the street from the plant's parking lot. In 1968 his family moved to the Allentown area (Mariner Street) in Buffalo. He was born and raised in Buffalo. He went to Grover-Cleveland high school and went to University at Buffalo. In 1972 and in 1977 he graduated college, began working at General Motors and started his own family. He worked for GM for 34 years, he began as a laborer and after he finished college he went into the management program. The management program took Cas across the world, through Mexico, Europe and Asia. He retired from GM in 2006. Cas had to be persistent in order to get a job at General Motors. He was going to college at the time and he needed a good job because he was already married and he had a child. Even though it wasn't difficult to get into General Motors, Cas says you had to "know someone" to get into General Motors. He had to call Mr. Hudson (the personnel manager) every morning at 9 a.m. until Mr. Hudson told him he had to come into work by 1 p.m. if he wanted the job. Cas nació en la ciudad de Lackawanna, NY en el año 1955 y su hermana nació en el año 1956. Cas creció en los Baker Home Projects, justo en frente de la calle de donde se ubica el estacionamiento de la planta. En el año 1968, la familia se mudó a Allentown (la Calle Mariner) en Búfalo. Vivía la mayoría de su vida en Búfalo. Asistió a la escuela secundaria a Grover-Cleveland y después a la Universidad a Búfalo. Él empezó a la universidad en el año 1972 y se graduó en el año 1977, él empezó a trabajar a General Motors y empezó su propia familia. Él trabajaba a GM por 34 años, él empezó al puesto de trabajador manual, después de terminar su titulado universitario se trasladó al programa de gestión. El programa de gestión lo llevó por el mundo, incluso México, Europa y Asia. Se retiró de GM en 2006. Cas tuvo que ser persistente para conseguir un puesto a General Motors. Él asistía a la universidad al momento y él necesitaba el buen empleo porque ya se había casado y había tenido un hijo. Aunque no era difícil conseguir un puesto a General Motors, Cas dijo que tenía que “conocer a alguien” para entrar en la compañía. Él tuvo que llamar al Sr. Hudson (el director personal) cada mañana a las 9 de la mañana hasta cuando el Sr. Hudson le dijo que tuvo un puesto si pudiera llegar a trabajar a la una de la tarde. Date A point or period of time associated with an event in the lifecycle of the resource 2012-07-31 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Format The file format, physical medium, or dimensions of the resource audio/mp3 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 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/d4ed5b2bc07f7c665860115cf399c8d2.pdf f76cb43afc2979789864d545e342f104 PDF Text Text Latin American & Caribbean Genealogy: Selected Sources in the Grosvenor Room Key * Buffalo Folio GRO Ref. Stacks WNYGS = Oversized book = In Buffalo Collection in Grosvenor Room = Very oversized book = In Grosvenor Room = Reference book, cannot be borrowed = In Closed Stacks, ask for retrieval = In collection of Western NY Genealogical Society 1 Grosvenor Room Buffalo and Erie County Public Library 1 Lafayette Square Buffalo, NY 14203-1887 (716) 858-8900 www.buffalolib.org Revised Jan 2014 �Table of Contents General How-To Guides................................................................................................. 3 Censuses ....................................................................................................................... 4 Church Records ............................................................................................................. 4 Databases ...................................................................................................................... 4 Heraldry and Crests ....................................................................................................... 5 Hispanic-American History in the Buffalo Area .............................................................. 5 Immigrants and Naturalizations ...................................................................................... 6 Local History File ............................................................................................................ 6 Maps, Atlases, Gazetteers ............................................................................................. 6 Miscellaneous Record and Family History Books .......................................................... 7 Names and Surnames.................................................................................................... 8 Rare Book Room ............................................................................................................ 8 Organizations ................................................................................................................. 8 Selected Websites.......................................................................................................... 9 Vertical File..................................................................................................................... 9 eLibrary: The Online Catalog of the Buffalo & Erie County Public Library ................... 10 Where Else Can I Research Hispanic or Caribbean Heritage? .................................... 10 Introduction This guide is designed to assist persons researching Hispanic, Latino/Latina, and Caribbean ancestry in the Grosvenor Room of the Buffalo and Erie County Public Library. Genealogical handbooks, guides, manuals, indexes to record compilations, atlases, maps, gazetteers, surname directories, passenger lists, newspapers, and church records serve numerous purposes and can prove to be invaluable resources to all researchers, regardless of their level of expertise. Nearly everything listed here can be found in the Grosvenor Room (GRO). Material in the Grosvenor Room does not circulate and cannot be removed from the room. In a few cases, there are duplicate copies of these books that can be borrowed from the Central Non-fiction collection (NON-FICTION). Books are listed in call number order. Shelf locations are always subject to change. To view this and other subject guides online, use the following web address: http://www.buffalolib.org/content/grosvenor/guides-publications 2 �General How-To Guides GRO Ref. CS95 .D45 Platt, Lyman De Genealogical Historical Guide to Latin America Detroit, MI: Gale Research Co., ©1978 GRO Ref. CS102 .R97 2007 Ryskamp, George R. Finding Your Mexican Ancestors: A Beginner's Guide Provo, UT: Ancestry, ©2007 GRO Ref. CS222 .C36 1991 Carr, Peter E. Guide to Cuban Genealogical Research: Records and Sources Chicago, IL: Adams Press, ©1991 GRO Ref. CS242 .P67 1999 Porter, Stephen D. Jamaican Records: A Two Part Guide to Genealogical & Historical Research Using Repositories in Jamaica & England London: Stephen D. Porter, ©1999 GRO Ref. CS243 .M58 1998 Mitchell, Madeleine E. Jamaican Ancestry: How to Find Out More Bowie, MD: Heritage Books, 1998 GRO Ref. CS261 .B3 L36 2006 Lane, Geraldine Tracing Ancestors in Barbados: A Practical Guide Baltimore, MD: Genealogical Pub. Co., ©2006 GRO Ref. CS943 .R97 Ryskamp, George R. Finding Your Hispanic Roots Baltimore, MD: Genealogical Publishing Co. Inc., ©1997 Gro Ref. E18 .S32 1998 Schaefer, Christina K. Genealogical Encyclopedia of the Colonial Americas Baltimore, MD: Genealogical Publishing Co., 1998 E184 .M5 R97 1996 Ryskamp, George R. A Student's Guide to Mexican American Genealogy Phoenix, AZ: Oryx Press, 1996 GRO Ref. E184 .M5 S35 2002 Schmal, John P. Mexican-American Genealogical Research: Following the Paper Trail to Mexico Bowie, MD: Heritage Press, ©2002 GRO Ref. *E184 .S75 H563 1995 Byers, Paula K., ed. Hispanic American Genealogical Sourcebook New York: Gale Research, ©1995 3 �Censuses GRO Ref. CS95 .P56 Platt, Lyman De Census Records for Latin America and the Hispanic United States Baltimore, MD: Genealogical Publishing Co. Inc., ©1998 Church Records Below are the records of churches associated with Hispanics in Buffalo. Microfilm Number 283 Name and Address of Church Records/Years Immaculate Conception Roman Catholic 144 Edward St. Births 1849-1924 Marriages 1852-1946 Deaths 1877-1952 Databases http://www.buffalolib.org/content/research Name Description Records of more than 1 billion names. Includes city directories, 450 million U.S. Federal Census records between the years 1790 and 1930, immigration, vital, military, court, church and ethnic records. For records available for a particular country: click on the Search menu, select Card Catalog, and input the location name in the keyword field. Contains U.S. federal census records; a book collection containing local and family histories as well as genealogical records; the U.S. Serial Set; and genealogical and local history serials from the Periodical Source Index (PERSI). The bulk of Latin American and Caribbean (LA&C) content is in PERSI. To search for LA&C materials in PERSI, choose the Places search, select the Other Countries tab, and input the country or region name in the Country field. To find how-to articles on LA&C locations, choose the How-To search and input the location name in the Keywords field. 4 Access Available for walk-in users at every public library in Erie County. No at-home use. Available for walk-in users at every public library in Erie County. Also available from home with a valid Buffalo and Erie County Public Library card. Sign in at address above. �Heraldry and Crests Notes GRO *CR2142 .G3, 63 vols., lacking v. 57, 58 Garcia Carraffa, Alberto Enciclopedia Heraldica y Genealogica Hispano-Americana Madrid: Impr. De A. Marzo 1919- Lists over 15,000 names with their respective genealogical histories (including color illustrations of representative crests) of Spanish and SpanishAmerican families. Searchable for free at: Hispanic-American History in the Buffalo Area GRO Buffalo E184 .C97 K37 2006 Karman, Olga Scatter My Ashes Over Havana: A Memoir Los Angeles, CA: Pureplay Press, ©2006 GRO Buffalo *E184 .S75 M34 1996 M The Role of Language in the Perception of Ethnic Identity: The Case of the Buffalo Hispanic/Latino Community Thesis (Ph. D.)--State University of New York at Buffalo, 1996 GRO Buffalo F129 .B8 L68 El Lower West Side: Estrategias para el Desarrollo Vecinal y Comunitario = The Lower West Side: Strategies for Neighborhood and Community Development Buffalo, NY: Urban Design Project, 1994 GRO Buffalo *F129 .B843 L697 1994 Rogovin, Milton Triptychs: Buffalo's Lower West Side Revisited New York: W.W. Norton, ©1994 GRO Buffalo *F129 .B89 S74 1988 Puerto Rican American Community Association, Inc. Needs Assessment Summary of the Hispanic Community, Buffalo, New York Buffalo, NY: The Association, [1988] GRO Buffalo *F1970.8 .B8 Buffalo (N.Y.). Public Schools. Division of Curriculum and Development Puerto Rican History and Culture; Twelfth Grade Elective [Buffalo, NY]: 1971 GRO Buffalo *HC107 .E74 S6 1993 Erie County's Hispanic Community: The Marketplace Buffalo, NY: Small Business Development Center, 1993 GRO Buffalo *HD6305 .M5 A76 Human Resources Institute, School of Management, SUNYAB An Assessment of the Employment Problems in the Erie County Hispanic Population and the Role of CETA [Buffalo, NY]: The Institute, 1982 GRO Buffalo *HV99 .B86 R4 1993 A Reporting of Community Needs Survey: Hispanic Women/Latinas of Erie County Buffalo, NY: The League, 1993 5 �Immigrants and Naturalizations GRO Ref. E184 .M5 S353 2006, 4 vols. Schmal, John P. Naturalizations of Mexican-Americans Westminster, MD: Heritage Press, ©2006 GRO E187.5 .E53 Emigrants from England, 1773-1776 Boston, MA: New England Historic Genealogical Society, 1913 GRO E187.5 .G47 Ghirelli, Michael, transcriber A List of Emigrants from England to America, 1682-1692 Baltimore, MD: Magna Charta Book Co., 1968 GRO E187.5 .K3 Kaminkow, Jack and Marion, transcribers A List of Emigrants from England to America, 1718-1759 Baltimore MD: Magna Charta Book Co., 1964 GRO 187.5 .N5 Nicholson, Cregoe D.P. ; France, R. Sharpe, absts. Some early emigrants to America; … also, Early emigrants to America from Liverpool Baltimore, MD: Genealogical Publishing Co., 1965 GRO Ref. F1629 .S36 D63 1998 Dobson, David Scots in the West Indies, 1707-1857 Baltimore, MD: Clearfield, ©1998 Local History File This is a card index of newspaper and periodical articles about people, places, and things in the Buffalo area. In addition to looking up your family surnames, try these headings: Clubs. Puerto Rican Cubans in Buffalo Jamaicans in Buffalo Latin America Mexicans in Buffalo Puerto Ricans Spanish in Buffalo Maps, Atlases, Gazetteers Stacks G105 .U53 No. 38 United States. Office of Geography Puerto Rico, the Virgin Islands and Other Islands and Banks in the Caribbean: Official Standard Names Approved by the United States Board on Geographic Names Washington, DC: [GPO?],1958 Stacks *G1550 .D5 1985 The Atlas of Central America and the Caribbean New York: Macmillan; London: Collier Macmillan, ©1985 6 �Maps, Atlases, Gazetteers Stacks *G1630 .C7 1997 , Angel David Atlas Puerto Rico Miami, FL: Cuban American National Council, 1997 Stacks *F1765 .C3 Canet Alvarez, Gerardo A. Atlas de Cuba, por Gerardo Canet con la C Cambridge, MA: Harvard University Press, 1949 Stacks DEWEY COLL. 917.9 4W Gannett, Henry A Gazetteer of Porto Rico Washington, DC: Government Printing Office, 1901 Miscellaneous Record and Family History Books Stacks CD3028 .P9 U6 Munden, Kenneth, comp. Records of the Bureau of Insular Affairs Relating to Puerto Rico, 1898-1934; a List of Selected Files Washington, DC: [National Archives], 1943 Stacks CS65 .U53 Roster of Troops Serving in the Department of Porto Rico, Commanded by Brigadier General George W. Davis, U.S. Volunteers San Juan, PR: Adjutant General's office, 1899 GRO CS261 .B3 B7 1983 Brandow, James C., comp. Genealogies of Barbados Families: From Caribbeana and The Journal of the Barbados Museum and Historical Society Baltimore, MD: Clearfield Co., 1983 GRO Index Table E187.5 .H795 1880 Hotten, John Camden Our Early Emigrant Ancestors. The Original Lists of Persons of Quality; Emigrants; Religious Exiles; Political Rebels; Serving Men Sold for a Term of Years; Apprentices; Children Stolen; Maidens Pressed; and Others Who Went from Great Britain to the American Plantations, 1600-1700 Salem, Massachussetts:Higginson Book Company, 1880 GRO Index Table E187.5 .H795 1880 Suppl. Brandow, James C., ed. Om tt Ch pt f m H tt ’ O g L t fP f Qu ty… Oth Wh W t f m Great Britain to the American Plantations, 1600-1700 Baltimore, MD: Genealogical Publishing Co., 1983 7 �Names and Surnames The following titles help establish what a name means and how it originated. GRO Ref. CS2745 .M3 Maduell, Charles R. Jr. Romance of Spanish Surnames New Orleans, LA: The Author, ©1967 GRO Ref. CS2745 .P55 1996 Platt, Lyman D. Hispanic Surnames and Family History Baltimore, MD: Genealogical Publishing Co. Inc., ©1996 GRO Ref. CS2745 .W66 Woods, Richard D. Spanish Surnames in the Southwestern United States: A Dictionary Boston, MA: G.K. Hall, ©1978 Rare Book Room Items in Rare Book Room may be seen by appointment (Call 716-858-8900 to schedule). RBR U.S. 1812.Z3, 5 vols. Alcedo, Antonio de The Geographical and Historical Dictionary of America and the West Indies: Containing an Entire Translation of the Spanish Work of Colonel Don Antonio de Alcedo ... London: J. Carpenter, 1812-15 RBR U.S. 1857.Z8 Atlas of the United States of North America, Canada ... New Foundland, Mexico, Central America, Cuba, and Jamaica ... London: John Murray; Edinburgh, W. & A. K. Johnston, 1857 Organizations Notes Hispanic Genealogical Society of New York Old Chelsea Station P.O. Box 474 New York, NY 10113 http://www.hispanicgenealogy.com/ Puerto Rican/Hispanic Genealogical Society P.O. Box 260118 Bellerose, NY 11426-0118 prhgs@yahoo.com http://www.rootsweb.com/~prhgs/ Our ongoing objectives are to encourage Hispanics to research their roots, history and rich heritage; to provide instruction and assistance in genealogical research; to locate and make available genealogical resources for research, and more Founded in 1996, the PRHGS was established to enable Puerto Ricans, Hispanics and other interested persons develop and enhance their skills, knowledge and ability to conduct a competent genealogical search for their ancestors. 8 �Selected Websites Notes http://www.candoo.com/genresources/ Caribbean Genealogy http://www.rootsweb.com/~caribgw/ CaribbeanGenWeb Project http://www.cyndislist.com/categories/ Cy ’ L t Categories Includes a surname index and links to genealogy sources for the Caribbean. Collected links for all the islands http://www.genealogiahispana.com/ Directorio de Genealogia Hispana [Directory of Hispanic Genealogy] http://www.vanderbilt.edu/esss/index.php Ecclesiastical and Secular Sources for Slave Societies https://familysearch.org Family Search http://www.guiagenealogica.com/ La Guia de Informacion Genealogica [Genealogical Information Guide] http://www.buffaloah.com/h/hisp/hisp.html History of Hispanics in Buffalo, NY http://www.archives.nysed.gov/projects/legacies/buflatino/history1.shtml Legacies Project, Buffalo: Latino Communities http://www.prroots.com/ PR (Puerto Rican) Roots http://genealogy.about.com/cs/hispanic/a/ancestry.htm Researching Your Hispanic Heritage A large collection of links for all aspects of genealogy for Latin American Genealogy. Look under the following categories: Central and South America, Caribbean/West Indies, Mexico, and United States--Puerto Rico. Hispanic genealogy resources organized by location and topic. Images of records pertaining to slaves in Brazil, Cuba, and Colombia. Includes free images of records and searchable databases. Browse by region. Links and information related to Central and South American genealogy. Strong content for Costa Rica, Cuba, Dominican Republic, Haiti, Puerto Rico and Panama. Short articles. A history with documents and photographs from the New York State Archives. A project of the Hispanic Genealogical Society of New York. A good introduction for beginners. Vertical File The Grosvenor Room collects articles, pamphlets, and clippings about local history. Ask for this folder: Ethnic Groups -- Hispanic 9 �The Online Catalog of the Buffalo & Erie County Public Library http://www.buffalolib.org/vufind/ Search the online catalog for the books, magazines, CDs, videos, maps, and manuscripts owned by the Buffalo and Erie County Public Library. It includes the Grosvenor Room, all departments in the Central Library, and every town and branch library. Access it at the web address above. To find additional items about Hispanic and Caribbean genealogy and local history in our collection beyond those listed in this guide, try these Subject searches: BARBADOS GENEALOGY CARIBBEAN AREA GENEALOGY CUBA GENEALOGY [NAME OF COUNTRY OR REGION] GAZETTEERS GENEALOGY BIBLIOGRAPHY HISPANIC AMERICANS GENEALOGY BIBLIOGRAPHY LATIN AMERICA GENEALOGY HANDBOOKS MANUALS ETC CARIBBEAN AREA GENEALOGY HANDBOOKS MANUALS ETC HISPANIC AMERICANS GENEALOGY HANDBOOKS MANUALS ETC LATIN AMERICA GREAT BRITAIN COLONIES HISTORY SOURCES HERALDRY LATIN AMERICA HERALDRY SPAIN LOWER WEST SIDE BUFFALO N Y MEXICAN AMERICANS GENEALOGY HANDBOOKS, MANUALS, ETC. MEXICO GENEALOGY HANDBOOKS, MANUALS, ETC. [NAME OF COUNTRY OR REGION] MAPS NAMES MEXICAN AMERICAN NAMES SPANISH PUERTO RICANS IN THE UNITED STATES BIBLIOGRAPHY SPAIN GENEALOGY WEST INDIES GENEALOGY Where Else Can I Research Hispanic or Caribbean Heritage? Buffalo State College Monroe Fordham Regional History Center 1300 Elmwood Avenue Buffalo, NY 14222 (716) 878-5412 http://monroefordham.org/ Library of Congress Local History & Genealogy Reading Room Humanities and Social Sciences Division 101 Independence Ave, SE Washington, DC 20540 http://www.loc.gov/rr/genealogy/bib_guid/hispanic/ University at Buffalo University Archives 420 Capen Hall Buffalo, NY 14260-1674 (716) 645-2916 Fax (716) 645-3714 lib-archives@buffalo.edu http://ublib.buffalo.edu/libraries/units/archives/ Notes Has a microfilmed scrapbook of news clippings about Hispanic community of Buffalo and Erie County, compiled by Ms. Maria Rosa Has online bibliography, Hispanic Local History and Genealogy in the United States, at the link to the left. Has several dissertations and theses dealing with Hispanics in Buffalo 10 � 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 Hispanic Heritage History Project Documents Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 Special Collections Department of the Buffalo & Erie County Public Library Title A name given to the resource Latin American & Caribbean Genealogy: Selected Sources in the Grosvenor Room Description An account of the resource This guide is designed to assist persons researching Hispanic, Latino/Latina, and Caribbean ancestry in the Grosvenor Room of the Buffalo and Erie County Public Library. Genealogical handbooks, guides, manuals, indexes to record compilations, atlases, maps, gazetteers, surname directories, passenger lists, newspapers, and church records serve numerous purposes and can prove to be invaluable resources to all researchers, regardless of their level of expertise. Also available at: <a title="http://www.buffalolib.org/sites/default/files/pdf/genealogy/subject-guides/LatinAmericanGenealogy%20updated%207-2014.pdf" href="http://www.buffalolib.org/sites/default/files/pdf/genealogy/subject-guides/LatinAmericanGenealogy%20updated%207-2014.pdf">http://www.buffalolib.org/sites/default/files/pdf/genealogy/subject-guides/LatinAmericanGenealogy%20updated%207-2014.pdf</a> Date A point or period of time associated with an event in the lifecycle of the resource July 2014 http://omeka.buffalolib.org/files/original/01a249643dee04bdb9b9870844b35f04.pdf a64ee88b43b0d233364d602ac68fa497 PDF Text Text Research Library 1 Museum Court Buffalo, New York 14216-3119 (716) 873-9644 ext. 306 FAX (716) 873-8754 www.buffalohistory.org library@buffalohistory.org Updated November 24, 2012 ©2012, all rights reserved. Buffalo Puerto Rican Series, 1970 – 2010 Mss. A2011-11 Call Number: Mss. A2011 - 11 Creator: Rodriguez, Casimiro and Sanabria, John Title: Buffalo Puerto Rican Collection Date(s): ca. 1970 - 2010 Language(s): Spanish, English Location: Manuscript room Size: 1 Box - .42 linear feet ____________________________________________________________________________________________ Acquisition Information: Accession no. 2011 - 52 Donor: Mr. Casimiro Rodriguez and Mr. John Sanabria Restrictions: None Preferred Citation: Buffalo and Erie County Historical Society Library and Archives, Mss. A2011 - 11 Buffalo Puerto Rican Collection Processing Information: Arranged and described by Shane E. Stephenson, August 2011. Notes: ____________________________________________________________________________________________ Biographical / Historical Note: Both Casimiro Rodriguez and John Sanabria are Puerto Rican community leaders who have been active their whole adult lives in the Hispanic community in WNY. Both are retirees from GM where they were active in the local UAW chapter. They have served on various boards around WNY as well as the Board of Education. Mr. Rodriguez is a leader in the Association of Hispanic Pastors of WNY while Mr. Sanabria was heavily involved with the Agustin Olivencia Center and various Puerto Rican baseball leagues around WNY. They were also active in Hispanics United of Buffalo, a non-profit agency that serves the Hispanic population and were both instrumental in initiating and strengthening Hispanic Heritage Month in WNY. Scope and Content Note: This collection, comprised in various media formats, documents the Puerto Rican Community in the Buffalo and WNY region. Present are collections of community newspapers, various photographs – original, scanned, and on news clippings – showing various events, celebrations and traditions that take place within this community. Also included are biographical and historical records on important persons, various sports teams and the growth of Hispanic political and religious influence within the region. This collection is national in scope, including a letter addressed by President Bill Clinton to Casimiro Rodriguez. To gain physical and intellectual control over the collection, it is arranged in “original order” – the way it was donated to the Buffalo & Erie County Historical Society. This keeps the collection true to the donors’ personal arrangement 1 �with an item level description added by BECHS. The bulk of this collection comprises 1970 – 2011 but there are a few items from 1900 – 1970. Arrangement: This collection is organized into eleven series by subject: 1. Puerto Rican sporting and community events – Miscellaneous 2. Agustin “Pucho” Olivencia 3. Alberto O. Cappas 4. Association of Hispanic Ministers, est. 1990 5. Latino newspapers – Panorama Hispano 6. Latino newspapers – Ultima Hora 7. Latino newspapers – La Prensa Hispana 8. Notable Latinos 9. Special events – Hispanic Heritage Month 10. Special events – Miscellaneous 11. Jaime Nunó ____________________________________________________________________________________________ Subject Headings: Alvarado, Confessor Berríos, Stephanie Calvo-Torres, Betty Cappas, Alberto O. Clinton, Bill, 1946Cuomo, Mario Matthew Friedlander, John E. Gauthier, Luis González, Isaías Griffin, James D. (James Donald), 1929Herrera, Pedro “Juan” Martínez, Jorge Masiello, Anthony M. Nunó, Jaime, 1824-1908 Olivencia, Agustín Padilla, Emilio Padilla, German “Pancho” Quintana, Robert Rodríguez, Antonio Rodríguez, Casimiro Rodríguez, Ramon Volcy, Paul Corner Stone Church D’Youville College Ecos Borincanos First Hispanic Democratic Club First Latino Democratic Club Forest Lawn (Cemetery: Buffalo, N.Y.) Hispanic Heritage Month Mes de la Herencia Hispana Lackawanna Spanish Welfare Association Olivencia Center Panorama Hispano Park Lane Restaurant (Buffalo, N.Y.) Prensa Hispana Puerto Rican Baseball League Liga de Béisbol de Puerto Rico Puerto Rican Community Center Puerto Rican Cultural Community House Puerto Rican Connection La Conexión Puertorriqueňa Puerto Rican Lions (Baseball team) Leones Puertorriqueños (Equipo de béisbol) Puerto Rican-American Community Association Inc. Roberto Clemente Baseball League Liga de Beisbol Roberto Clemente Spanish Action League (Syracuse, N.Y.) Liga de Acción Hispana (Syracuse, N.Y.) St. Columba Church (Buffalo, N.Y.) Three Kings Celebration Fiesta De los Tres Reyes Team PRACA Última Hora A Place in the Sun Association of Hispanic Pastors of Western New York Asociación de Pastores Hispanos del Noroeste de Nueva York Buffalo and Erie County Public Library (N.Y.) Buffalo Missionary Church Buffalo News Business First of Buffalo (Firm) 2 �West Side Times Boletines de noticias Newspapers Periódicos Puerto Rican newspapers Periódicos Puertorriqueños Puerto Ricans Puertorriqueňos Radio Religion and culture Religión y cultura Soccer Fútbol Baseball Béisbol Boxing Boxeo Church history Historia de la iglesia Minorities in baseball Minorías en el béisbol National songs – Mexico Canciones Nacionales - Méxicanas Newsletters ___________________________________________________________________________________________ Folder List: Folder 1: Item 1: Scanned sepia photo, Lackawanna Spanish Welfare Association, soccer team, 1930 Item 2: Newspaper clipping, Roberto Clemente Baseball League, 1979 Item 3: Newspaper clipping, Roberto Clemente Baseball League, 1979 Item 4: Scanned color photo, Roberto Clemente Baseball League, 1976 champions – Team PRACA Item 5: DVD video of Virginia Street carnival and parade, 1978 – 1979 Item 6: Color photo, Mayor James Griffin and Ramon Rodriguez, founder of Roberto Clemente Baseball League Item 7: Color photo, Mayor James Griffin throwing the first pitch Item 8: Color photo, Pedro “Juan” Herrera, ceremonial pitch Item 8: Black and white photo, Puerto Rican Leonies, MUNY Class A Champions, 1962 Item 9: Photocopy, patch, Puerto Rico Lions, MUNY Champs 1962 Item 10: Scanned black and white photo, Puerto Rican Cultural Community House, Stephanie Berrios, 1973 Item 11: Scanned black and white signed photo, German “Pancho” Padilla, two times Golden Glove Champ Item 12: Original program, PRACA – 4th Annual Sports Award Dinner, October 14, 1979 Item 13: Scanned photocopy, association photo – First Hispanic Democratic Club, St. Columba’s Church, 1959 Folder 2: Item 1: Item 2: Item 3: Item 4: Item 5: Photocopy, Buffalo News article by Peter Simon, March 20, 1997, Agustin Olivencia remembrance Newspaper clipping, Buffalo News article by Peter Simon, July 2000, New Street to honor Olivencia Photocopy, Buffalo News article by Peter Simon, July 6, 1981, Puerto Rican meaning of friend Photocopy, Buffalo News article by Peter Simon, July 26, 1986, Crowd pays tribute to “Pucho” Autobiography of Mr. Agustin Olivencia, includes resume, awards, committees, and letter Folder 3: Item 1: Collection of photocopied newspaper clippings “A Place in the Sun” dinner with poet Alberto Cappas Item 2: Two photocopied newspaper clippings – The Queens Chronicle/The New York Voice, 1986 Item 3: Double issue of the newsletter “The Puerto Rican Connection/La Conexión Puertorriqueňa” Vol.1, No. 2; Winter 1997 Folder 4: Item 1: Item 2: Item 3: Item 4: Reseña Biografica of Association of Hispanic Pastors History and Mission of the Association of Hispanic Pastors of WNY Color photograph, “Pastoral Encounter,” June 4, 1990 at D’Youville College Color photograph, Hispanic Pastors Association, Oct. 27, 1995 at Park Lane Restaurant 3 �Item 5: Seal/logo of the Asociacion de Pastores Hispanos del Noroeste Nueva York Item 6: Letter from President Bill Clinton to Reverend Casimiro Rodriguez, letter includes a thank you for inscribed bible, and short greeting regarding the “event” - dated February 12, 1999 Item 7: Color photo of the Reverends Alvarado, Martinez and Padilla at Buffalo Missionary Church (Hudson St.), Oct. 5, 2000 Item 8: Color scanned photo, Recognition Retirement Service for Reverend Luis Gauthier at Corner Stone Church, 1995 Item 9: Issue “West Side Times,” lead article – “Partnership in diversity: Association of Hispanic Pastors headquarters soon to open,” June 2000 Item 10: Color photo of dedication of the new headquarters for the Association of Hispanic Pastors of WNY Item 11: Color photo of dedication of the new headquarters for the Association of Hispanic Pastors, featuring Mayor Anthony Masiello Item 12: Invitation notice for dedication ceremony Item 13: Issue “KaleidaScope” - short article with Association of Hispanic Pastors of WNY honoring Kaleida, Oct./Nov.1999 Item 14: Black and white photo of the CEO of Kaleida Health, John E. Friedlander, being honored by the Association of Hispanic Pastors of WNY Item 15: Four anniversary dinner programs for Association of Hispanic Pastors of WNY: 1991, 1992, 1993, 2001 Item 16: “La Iglesia Y La Comunidad” by Reverend Joaquin Peña – 13 page document – written in Spanish Folder 5: Item 1: Item 2: Item 3: Item 4: Item 5: Item 6: Issue: Panorama Hispano, Vol. 4 No. 4: Marzo/March, 2000 Issue: Panorama Hispano, Vol. 18 No. 9: Septiembre/September 2008 Issue: Panorama Hispano, Vol. 20 No. 7: Julio/July 2009 Issue: Panorama Hispano, Vol. 20 No. 8: Agosto/August 2009 Issue: Panorama Hispano, Vol. 20 No. 12: Diciembre/December 2009 Issue: Panorama Hispano, Vol. 21 No. 6: Junio/June 2010 Folder 6: Item 1: Item 2: Item 3: Item 4: Issue: La Ultima Hora, Vol. 1 No. 1: Mayo/May 1, 1989 Issue: La Ultima Hora, Vol. 8 Issue 1: Enero/January 1998 Issue: La Ultima Hora, Vol. 10 Issue 3: Marzo/March 1999 Issue: La Ultima Hora, Vol. 22 Issue 9: Septiembre/September 2009 Folder 7: Item 1: Issue: La Prensa Hispana, Vol. 1 No. 2: Octubre/October 5, 1990 Item 2: Shrunken reproduction of La Prensa Hispana, front page Folder 8: Packet of Isaias Gonzalez including obituary, dedication and request materials for 7th St. renaming Scanned photograph, First Hispanic Radio Programming in WNY, “Ecos Borincanos” Est. 1960 Newspaper article by Agnes Palazzetti – Robert Quintana, July 28, 1994 Business First articles: First Hispanic woman named to City Court, Masiello names new City Court judge, Common Council Inauguration Item 5: Scanned photograph, First Latino Democratic Club, 1960 at St. Columba Church; photo by Lydia Rodriguez Item 6: Scanned photograph, Pedro J. Herrera is recognized by Isaias Gonzolez for Puerto Rican Baseball League Item 1: Item 2: Item 3: Item 4: Folder 9: Item 1: News clipping “Annual Community Festival Held” Item 2: Hispanic Heritage Festival program, September 17 & 18, 1988 4 �Item 3: Hispanic Heritage Month kickoff notice, September 15, Downtown Library Item 4: Article “Puertorican [sic] Origin” – 7 page introduction to words, phrases and influences Folder 10: Item 1: Item 2: Item 3: Item 4: Item 5: News clipping by Michael Levy – “Remember Heritage,” September 1990 Photograph, Fiesta De Los Tres Reyes, Enero (January) 8, 1977, with news clipping News clipping of Minority Graduation held at UB, May 5, 1977 Scanned photograph of Spanish Club float, 1957 parade News clipping “Politicians Attend Puerto Rican Mass,” January 1, 1974 Folder 11: Item 1: Copied items from BECPL scrapbook regarding life of Jaime Nunó – Composer of Mexican National Hymn Item 2: 4 color photographs of Jaime Nunó gravestone – buried Forest Lawn, moved to Mexico City Item 3: Photocopies of secondary sources - “Find a Grave Memorial” website page, “Wikipedia” page, “National anthems info” page, burial records from Forest Lawn Cemetery 5 � 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 Hispanic Heritage History Project Documents Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 Buffalo History Museum Research Library Title A name given to the resource Buffalo History Museum Puerto Rican collection Description An account of the resource This collection, comprised in various media formats, documents the Puerto Rican Community in the Buffalo and WNY region. Present are collections of community newspapers, various photographs – original, scanned, and on news clippings – showing various events, celebrations and traditions that take place within this community. Also included are biographical and historical records on important persons, various sports teams and the growth of Hispanic political and religious influence within the region. This collection is national in scope, including a letter addressed by President Bill Clinton to Casimiro Rodriguez. Publisher An entity responsible for making the resource available Buffalo History Museum Date A point or period of time associated with an event in the lifecycle of the resource 08/2011 Rights Information about rights held in and over the resource Written permission from the Buffalo History Museum required to reproduce and/or publish. Information on use and fees may be obtained from the Director of Library and Archives at the Buffalo History Museum Research Library, Buffalo, NY.