3 10 143 https://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. https://omeka.buffalolib.org/files/original/86f5b8727b86d212c1176b0a89a7e63f.mp3 9238ebede24bd7952341a8f24b76dbe6 https://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 https://omeka.buffalolib.org/files/original/8ad731c542bec4e9af003c4f9269864d.mp3 7d465c11c48ea2dd1be9cf459e4335f0 https://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 https://omeka.buffalolib.org/files/original/20135270f3cdbc60ba2d9b79105faac8.jpg b3ca4b2eda38e92c9c20d76ba1b99265 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 Photographs Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph 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 Centro Social Mexicano Description An account of the resource Spanish American Welfare Association, Las Compañeras, circa 1950s, The wives of the members. 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 1950 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 image/jpg 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. Building Community Involvement Mexican Community https://omeka.buffalolib.org/files/original/ffafa797f6b3ebd386858340a4e4b9cc.jpg e34bf6fad83a0a557fdea5eb482f2595 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 Photographs Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph 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 Centro Social Mexicano Breaks Ground Description An account of the resource Centro Social Mexicano Breaks Ground on Ingham Avenue in Lackawanna, New York 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 1947 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 image/jpg 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. Building Community Involvement Lackawanna Mexican Community Social Clubs https://omeka.buffalolib.org/files/original/6890fdda3278549683d2c9c5b08b31d4.jpg 41891a80252075f862a6196265da120b 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 Photographs Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph 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 Centro Social Mexicano Mexican Ladies Auxilary Description An account of the resource Mexican Ladies Auxilary at Ingham Avenue in Lackawanna, New York 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 1947 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 image/jpg 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. 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For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hispanic Heritage History Project Photographs 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. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph 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 Centro Social Mexicano Music and Community Events : Photo Album Description An account of the resource The Centro Social Mexicano on Ingham Avenue in Lackawanna, New York was constructed to provide a venue for Mexican cultural events as there was a fairly large Mexican population in Western New York. The center was built in 1940s and later became a permanent club in 1947. They used this venue to celebrate national holidays and community festivities. There was also a women's club called Club Latino Norteamericano de Mujeres. The club closed down due to low membership because of local job loss and forced relocation. 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 1940s-1950s 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 image/jpg 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. Building Community Involvement Lackawanna Mexican Community Photo album Social Clubs https://omeka.buffalolib.org/files/original/ea705e09b75a5899e17799553045a4b1.jpg 968e65ad7770fa5dbf35ba4e0d1f8965 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 Photographs Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph 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 Certificate of Nationality Description An account of the resource Certificate of Nationality for Moises Mendez. Moises Mendez migrated from Spain and was the owner of Moises Poultry Market, Member of the Spanish American Welfare Association, Lackawanna, NY Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library 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 image/jpg 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. Citizenship Communities Government and Politics Spanish Community https://omeka.buffalolib.org/files/original/559bcf1c870229b1c9cf72590b35c0e5.jpg d7de45016b992e8d6ea92c3c66170fc6 https://omeka.buffalolib.org/files/original/e404ec8483c53d80be77a88a78e09e60.jpg bc768ce299afb42483bfd1bfdad58a55 https://omeka.buffalolib.org/files/original/f03fa49d4e0d97eb1a4d7b307e893f42.jpg 4f4c0d912220fee4fb0c004c08f00b8b https://omeka.buffalolib.org/files/original/543d75f0279aeae52f299ce8ebe50298.jpg 878ed0018693451b0ed4986f8ab2f021 https://omeka.buffalolib.org/files/original/1f699c9b7e1359b58dd91ac573443df3.jpg c75419a20d480ed1b2435aa15edfe5a4 https://omeka.buffalolib.org/files/original/0a4bdf2e5cee7097c5d8c2ee310effec.jpg 5c88f7d6b2a8fdedd2dc78993ceb0076 https://omeka.buffalolib.org/files/original/1676c31b0a7c4f7f11627b2aa38e25ff.jpg 73ab3e0b0ebc52180a5680c84c935990 https://omeka.buffalolib.org/files/original/44efb3c8ba5c116ccb0247cb0edc064a.jpg e71c5a8697364df244f48dfa783043af https://omeka.buffalolib.org/files/original/b371d95569fd80349b241e56f8d009cc.jpg 98dd0cf19a23c7656e391363e9c22e00 https://omeka.buffalolib.org/files/original/8e53ebaea2be2e4de95b03e147f85201.jpg 8f09f604321a19ed867741baac090ca2 https://omeka.buffalolib.org/files/original/e5f670c89ae871fa5b5884df60a1b307.jpg 3ec499f034c97c2117b9f413e82506e9 https://omeka.buffalolib.org/files/original/3d3a13ce80b8cbb0f6a6c397793c3e03.jpg 3377c20ba1920fcf12c7e19dd6842fc6 https://omeka.buffalolib.org/files/original/83de446d7682094a00839d592bcce93b.jpg ce7d09746a10d797a1a52a16444b3907 https://omeka.buffalolib.org/files/original/036ad971ed697d20486cb4c7520d12f0.jpg 2828328db8bbbab77863fd4b822df2c1 https://omeka.buffalolib.org/files/original/1ab47b66ddc65546adecc335c19f8bf1.jpg b3b556b8b68ff7fc83e6c6e23c31aebf https://omeka.buffalolib.org/files/original/890088563c445bd78c5e9f1c08023777.jpg 5556712c24aac6316d0e0343f2bae2cb https://omeka.buffalolib.org/files/original/f5262df84b7c1a4d4e3d3ccc988b5765.jpg d07833948dbdd85e663da2265a8cf923 https://omeka.buffalolib.org/files/original/d351f5561324391412ccd676a6454ba4.jpg fbe580003ec46aec33f52a09018d1a44 https://omeka.buffalolib.org/files/original/edfb1347da4eeebe0dcfbe72ffa5ad42.jpg 0e229153a060703561498a46c7116fdd https://omeka.buffalolib.org/files/original/5f44cfd9d253b97afc9a8f04b213351b.jpg 308ec6b39151d05b05a50be36f4e4215 https://omeka.buffalolib.org/files/original/6c40fe9884ce90b27a7a353a76449741.jpg a56514a388230aac2c2652478b0fc445 https://omeka.buffalolib.org/files/original/271a672c83bab8495116a2347507ae8f.jpg 305d65b889e9adb603bf3fab6ca52b89 https://omeka.buffalolib.org/files/original/5fa83a560fcf9b45bb6b46f54b7d15f4.jpg 3a70e9da2430c28119787677c0ad45da https://omeka.buffalolib.org/files/original/68ddee893046568642e4594007600466.jpg 7b72c3541a24077077aefb677dda4398 https://omeka.buffalolib.org/files/original/81a94f8c2e21e22612896da3a8026fd9.jpg 79039031a8e1e3a1ab03b9e8d98b565a https://omeka.buffalolib.org/files/original/79a1378f96b40c47d24d8cf77ef24b39.jpg 5a0e1bf99fb3fca4735cd532b4b88822 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 Photographs 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. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph 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 Community Parades : Photo Album Description An account of the resource The Puerto Rican Parade originated at the Immaculate Conception Church on Virginia Street 1974. The parade continued over the years and became a large scale community event. Participants would work on floats, costumes, and performance routines for weeks in preparation. The parade temporarily stopped but restarted again after a group of community members decided to bring it back to life. It now proceeds down Niagara Street on the Lower West Side which is the heart of the current Hispanic community. Father Antonio Rodriguez was instrumental in establishing the parade and carnival. 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 1950s-1980s 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 image/jpg 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. Building Catholic Church Community Involvement Hispanic Culture Leadership Parade Photo album Religion https://omeka.buffalolib.org/files/original/acf4ee2b8b57aae4b506b541d5be9f05.mp3 ed0574301e5a7881dcb32a47efbb2f0c https://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