5 10 143 https://omeka.buffalolib.org/files/original/860f19fa611c9e0c2be033f5938f6069.mp3 effc1d8b186cb74066b143e86298a583 https://omeka.buffalolib.org/files/original/79490ccf4e792753252e4ae9897a12f9.pdf 759506c88354b583fc385cc1c8a4e452 PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Evelyn Pizarro Interview Location: Interview Date: Interview Conducted by: Maritza Vega Length: 1:10:33 Executive Summary: Evelyn Pizarro was born in Puerto Rico and migrated to Buffalo with her family. Her father originally travelled to Western New York as a migrant worker and eventually decided to stay in the area and establish a home for him and his family. Evelyn remembers growing in Buffalo and travelling with her family to the farm in North Collins. Despite her father’s wishes, Evelyn finished high school and left home so she could attend the University. She met her husband Jose Pizarro while she was studying to become an educator. They both became incredibly active in the Hispanic community and helped establish various community based organizations throughout the community. After graduating, Evelyn became an educator in the Buffalo Public schools and went on to become the first Hispanic and female principal in the Public Schools. She was very dedicated to enriching the lives of Hispanic students and worked very hard to create and maintain the bilingual program that still exists to this day. Evelyn focuses this interview on what she had to do to keep families in the community interested in their children’s educations. Resumen Ejecutivo: Evelyn Pizarro nació en Puerto Rico y migró a Búfalo con su familia. Su padre originalmente viajó a Nueva York del Oeste como trabajador migrante y eventualmente decidió que quería quedarse en la región y llevó a su familia para que pudiera establecer un hogar. Evelyn recuerda de su niñez cómo crecía en Búfalo y viajando con su familia a las granjas de North Collins. A pesar de los deseos de su padre, Evelyn terminó la secundaria y dejó la casa para que pudiera asistir a la universidad. Ella conoció a su esposo José Pizarro mientras estudiaba a ser docente. Ellos se ponían muy activos en la comunidad hispana y ayudaron a establecer varias organizaciones de la comunidad alrededor de la comunidad. �Después de graduarse, Evelyn se volvió a ser docente en las Buffalo Public Schools y logró de ponerse la primera principal hispana en las escuelas públicas. Ella era muy dedicada al enriquecimiento de las vidas escolares de sus estudiantes hispanos y trabajaba fuertemente a crear y mantener un programa bilingüe que todavía existe hoy en día. Evelyn enfoca la entrevista en todo lo que tenía que hacer para mantener el interés educativo en las familias hispanas para que siguieran apoyando a los estudiantes a adelantar. Story Clips: 0:07 - Introduction to Evelyn Pizarro Evelyn introduces herself. Evelyn se presenta. 0:43 - How migrant farming works Evelyn explains the migrant farming process as she understands it between Puerto Rico and the mainland. Evelyn explica cómo el proceso de los migrantes agrícolos funciona como ella lo entiende entre Puerto Rico y el continente. 1:32 - Buffalo was the Mecca of entertainment Buffalo was the Mecca for entertainment. There were so many diverse cultural venues for people to enjoy. Búfalo era la Meca de diversión. La gente asistía a los lugares de cultura diversa en Búfalo. 1:56 - Life on Maryner Street Evelyn reflects on her time living on Maryner Street on the Lower Westside. Evelyn refleja en su tiempo viviendo en la Calle Maryner en el Lower Westside. 2:53 - Father lived on Lower Terrace Evelyn's father lived on Lower Terrace when he first arrived in Buffalo. Her father came as a migrant worker and eventually sent for his family to join him. �El padre de Evelyn vivía en Lower Terrace cuando inicialmente vino a Búfalo. Él vino como migrante agrícolo y luego pidió su familia después de unos años del trabajo. 3:26 - Life on Broadway: girls and dolls Evelyn reflects on her time living on Broadway. Evelyn refleja en su tiempo viviendo en la Calle Broadway. 4:41 - Went to public school but mom wanted a parochial education Evelyn originally went to a public school because her family didn't know there were Catholic schools in Buffalo. Her mother eventually found out about St. Lucy's. Originalmente Evelyn asistió a una escuela pública porque su madre no sabía que existiera escuelas católicas en Búfalo. Eventualmente ella asistió a la Escuela de Santa Lucy. 5:18 - Establishing a home on the LWS Evelyn discusses her experience when her family established a home on the Lower Westside of Buffalo. Evelyn discute su experiencia cuando su familia empezó un hogar en el Lower Westside de Búfalo. 6:31 - Oatmeal and clothing companies on the waterfront The oatmeal and clothing companies were located on the waterfront of Buffalo. Las compañías de harina de avena y de ropa se ubicaron enfrente del agua en Búfalo. 6:49 - Place where women worked like slaves is now a trendy place The women who worked in the factories worked like slaves. Now these buildings are being converted into trendy venues. Las mujeres que trabajaron en las factorías trabajaron como esclavas. Ahora, estos edificios se convierten en lugares de moda. 7:16 - Most Hispanics worked at three locations �Most Hispanics worked at one of three locations in Buffalo. All three companies were located either downtown or in the southern part of Buffalo. La mayoría de los hispanos trabajaron en uno de tres lugares. Todas las compañías se ubicaron en el centro o en la parte del sur de Búfalo. 7:35 - Scotty from Scotty's Clam Bar got dad a job in Sanitation and at Bethlehem Steel Evelyn's father got a job at Bethlehem Steel because of the man who owned Scotty's Clam Bar. Many people were hired at Bethlehem Steel because they knew someone who knew someone within the company. El padre de Evelyn consiguió un puesto a Bethlehem Steel porque él conoció al dueño de Scotty's Clam Bar quien conoció a alguien dentro de la compañía de Bethlehem Steel. 7:57 - If you got a job at Bethlehem Steel, you were set for life Getting a job at Bethlehem Steel provided both job and financial stability during its most successful years. Anyone who could find employment there was very lucky. Al encontrar un puesto a Bethlehem Steel le proporcionó tanto empleo y la estabilidad financiera a la gente. Una persona tenía mucha suerte si conseguía un puesto allí. 8:18 - Hispanic families started buying houses on the LWS Hispanic families started to buy houses on the Lower Westside once they started to feel financially stable. Las familias hispanas empezaron a comprar casas en el Lower Westside cuando empezaron a sentirse la estabilidad financiera. 9:21 - The bus took the entire family to the farms in North Collins Evelyn's entire family would take a bus to North Collins where they worked on the farms. La familia entera de Evelyn tomaba el camión a North Collins donde todo el mundo trabajaba en las granjas. 10:09 - Burnt to a crisp but with community �Evelyn reflects on her childhood when she went with her family to the fields south of Buffalo to pick vegetables. They would wait for a bus to take them to the farm each morning. They then spent the entire day outside and were "burnt to a crisp" from the sun but didn't care because they were with their community. Evelyn refleja en su niñez cuando ella fue con su familia al campo al sur de Búfalo para coger los vegetales. Ellos esperaron el camión que los llevaron a la granja cada mañana. Ellos pasaron todo el día afuera y eran "bien quemados" por el sol pero a ellos no les importaban porque estaban con su comunidad. 11:17 - It takes a village to raise a child Evelyn believes that it takes a village to raise a child and she applies this philosophy to her approach to education. Evelyn cree que toma un pueblo para crecer a un niño. Ella aplicó esta misma filosofía a su manera de educar. 12:44 - Parents were very strict Evelyn's parents were very strict. They kept close watch of her. Los padres de Evelyn eran muy estrictos. Ellos eran muy vigilantes de ella. 14:05 - Not Italian Hispanics were frequently mistaken for Italians. Se confundieron los hispanos con los italianos frequentemente. 16:38 - Everybody went to their neighborhood school When Evelyn was a child, students would go to their neighborhood school. It wasn't like it is now when students could apply to other schools or were bussed to schools in other parts of the city. Cuando Evelyn era una niña, los estudiantes asistieron a las escuelas de la comunidad. No era como es hoy en día. Los estudiantes se pueden solicitar a otras escuelas por todas partes de la ciudad o tomar camiones a otras partes de la ciudad porque hay una apertura en otro sitio. 16:57 - Recruiting Hispanic students to attend UB in the 80s �Evelyn helped recruit students to attend the University at Buffalo in the 1980. Evelyn ayudó reclutar los estudiantes a la Universidad de Búfalo en la década de los 80. 17:55 - Father wouldn't let Evelyn go to college Evelyn's father refused to let her go to college. She didn't think this was right so she left the house, lived on her own and then went to college against her father's desires. El padre de Evelyn no quería que Evelyn asistiera a la universidad. Evelyn no creía que fuera justo entonces ella se fue de la casa, vivía solita y asistía a la universidad contra de los deseos de su padre. 19:29 - Jose and Evelyn started their activism career at UB Jose and Evelyn met at the University at Buffalo. While studying, they became actively involved in a community outreach program. Their activism career began there. José y Evelyn se conocieron a la Universidad de Búfalo. Durante sus estudios ellos se involucraron en un programa basado en la comunidad. Su carrera del activismo empezó allí en la universidad. 20:06 - At UB to get an education Evelyn earned her degrees from the University at Buffalo. Evelyn recibió sus títulos de la Universidad a Búfalo. 21:17 - Saving programs by creating a bilingual program Creating a bilingual program actually saved schools from closing. La creación del programa bilingüe salvó unas escuelas que estaban al riesgo de cerrar. 21:54 - Evelyn as Principal Evelyn describes her time as a principal. Evelyn describe su tiempo como principal. 22:59 - 1,300 pairs of K-Swiss sneakers �Evelyn applied to a program through K-Swiss. Her students won and the school received 1,300 pairs of sneakers as a prize. Evelyn solicitó a un programa por la compañía de K-Swiss. Ellos ganaron y recibieron 1,300 pares de zapatillas como premio. 24:32 - We gave the kids everything they needed to succeed in school Evelyn worked hard to give her students everything they needed to succeed. Evelyn trabajó mucho para darles todo lo que necesitaban a los estudiantes para tener lo más éxito. 25:53 - We would go to the kids' homes to make them come to school Evelyn would go to her students houses to pick them up when they missed school. Evelyn iba a las casas de sus estudiantes cuando perdieron el día de la escuela. 26:26 - Evelyn tricked parents into getting involved with the school Evelyn would find ways to "trick" parents into getting involved with the school. She felt that her students would be successful if their parents were also actively involved in their learning process. Evelyn encontraba maneras de "engañar" a los padres para que participaran en la escuela. Ella creía que sus estudiantes podrían ser exitosos si sus padres estaban una parte de su proceso educativo. 27:17 - Creating ways to get parents involved Evelyn worked hard to get parents involved in their child's education. She was very successful and the parents were very eager to get involved. Evelyn trabajó mucho para ganar el apoyo de los padres en las educaciones de sus hijos. Evelyn tenía mucho éxito y los padres estaban muy animados a involucrarse. 30:17 - Results of asthma study allowed schools 3 and 18 to get air conditioning systems Evelyn used the results of an asthma study on the Lower Westside to get federal money to update their heating/air conditioning system. �Evelyn usó una estudia sobre la asma en el Lower Westside para pedir dinero federal que actualizó el sistema de calefacción y de aire acondicionado. 32:23 - First female Hispanic principal in Buffalo Evelyn was the first Hispanic female principal in Buffalo. She is very proud of this and works very hard. Evelyn era la primera principal hispana en Búfalo. Ella es muy orgullosa de este hecho y trabajaba duramente para mantener este puesto. 33:42 - Both buildings had extensive programs Evelyn describes two Buffalo Public Schools that have bilingual programs and how she and David Caban ran those successfully. Evelyn describe dos Buffalo Public Schools que tenían programas bilingües-uno dirigido por David Caban--y como ellos las condujeron con mucho éxito. 34:11 - Missed children's event because of Principal duties Evelyn frequently missed her own children's events because she was so involved in her role as a principal. Frequentemente Evelyn perdió los eventos de sus propios hijos porque ella estaba tan involucrada en su rol como principal. 35:00 - We need to support one another Evelyn explains why the Hispanic community needs to support one another and not compete like it currently is. Evelyn explica porque la comunidad hispana necesita apoyarse en vez de competir como están haciendo ahora mísma. 35:34 - The Armory gave out rations Evelyn remembers when the Army would hand out rations of food to people who were in need when she was a child. Evelyn se recuerda cuando el ejército le daba las raciones a la gente que necesitaba ayuda cuando ella era niña. 36:30 - The community is proud �Evelyn sees the Hispanic community as proud of its history and accomplishments. Se ve la comunidad hispana como una de orgullo sobre su historia y sus éxitos. 37:07 - The community stuck together, but still competes The Hispanic community supports one another but still competes for the same resources. They are trying to help the same population but are unwilling to work together to do it. La comunidad hispana se apoya pero todavía compete para los mismos recursos aunque están tratando de ayudar a la misma población. Ellos no quieren trabajar juntos. 38:07 - 21 Century After School Evelyn developed an after school program that fit the needs of students in the 21st Century. Evelyn desarrolló un programa para después del día escolar que cabe al estudiante del siglo veintiuno. 38:51 - Community Centers would share ideas Evelyn helped promote community center collaboration. She feels that too many organizations are trying to accomplish the same goals but are unwilling to share ideas to help the same community. Evelyn ayudó a promover la colaboración entre los centros de la comunidad. Ella piensa que hay muchos centros de la comunidad tratan de lograr las mismas metas pero no quieren trabajar juntos para ayudar a la misma población. 40:18 - Education is the key out Evelyn believes that education is the key out of poverty. Evelyn cree que la educación es la clave para sacarse de la pobreza. 41:30 - Other minorities are surpassing Hispanics in graduation rate Other minorities are surpassing Hispanics in graduation rate. This is problematic since the dropout rate for Hispanics is still very high. �Otras minorías están sobrepasando a los hispanos en la tasa de graduación. Este es un problema porque la tasa de deserción escolar está muy elevada. 41:56 - Tutors are abundantly available Evelyn sought tutor for students who were struggling in school. The tutors would come from various local universities. Evelyn buscó tutores para los estudiantes que necesitaban más ayuda en la escuela. Los tutores eran de las universidades locales. 44:08 - Hispanics have difficulty with spelling Evelyn analyzes why Hispanics have a hard time spelling words in English. Evelyn analiza por qué los hispanos tienen dificultad con la ortografía en inglés. 45:02 - Two languages in the house Evelyn grew up in a bilingual household and this felt normal to her and to everyone else in her community. Evelyn se crecía en una casa bilingüe y ese era normal a ella y a todos los demás en su comunidad. 47:06 - Language is not an excuse Language can be a barrier at times but it is not an excuse to not succeed. El lenguaje puede ser una barrera a veces pero no puede ser una excusa para la falta de éxito. 47:27 - Hispanics are going to flock to Buffalo because of bilingual program Evelyn thinks that Hispanics are going to flock to Buffalo because the Buffalo Public Schools were successful at developing a bilingual program. Evelyn cree que los hispanos se van a congregar en Búfalo porque la Buffalo Public Schools desarrollaron un programa bilingüe exitoso. 48:43 - Principals need to know their students' needs Every principal needs to know his/her students very well to be effective. Cada principal tiene que conocer a todos de sus estudiantes para ser exitoso. �53:45 - Background information is important Evelyn shares why it is so important to know your students and where they are coming from. She feels that many principals don't know their students well enough to properly provide resources that best fit their educational needs. Evelyn comparte por qué es tan importante que un principal conozca a sus estudiantes y de dónde vienen. Ella siente que algunos principales no conocen a sus estudiantes bastante para saber bien cuales recursos necesitan según sus necesidades educativas. 55:58 - State Exams were meant to evaluate the curriculum not a student's performance Evelyn discusses how State Exams are ineffective at assessing a student's progress. Evelyn explica como los exámenes estatales son ineficaces porque no miden el progreso de los estudiantes. 59:01 - Reading and Writing in every subject Reading and writing are imperative in every subject in school. La lectura y la escritura son imperativos en todos los sujetos en la escuela. 1:00:30 - How to incorporate reading and writing in special classes Evelyn shares her methods of incorporating reading and writing into specialized classes. She feels it is important to include these two subjects in all courses. Evelyn comparte sus métodos de incorporar la lectura y la escritura en cualquiera clase especial. Ella cree que hay que incorporar estos aspectos de la educación en cualquier lugar posible. 1:02:31 - Campaign to highlight education among Hispanics Evelyn describes how she and Marcy Rondon decided to work together to create a campaign to encourage Hispanics to attend the University. Evelyn describe como ella y Marcy decidieron a trabajar juntas para crear una campaña para animar a los hispanos que asistan a la universidad. �1:03:14 - Students do not want to return to school Students who were not doing well in school didn't want to return to school. Evelyn used this as a way to change the structure of her school so students will want to come to school. Los estudiantes que no hacían bien en la clase no querían venir a la escuela. Evelyn tomó este problema y lo usó para cambiar la estructura de su escuela para que los estudiantes quisieran venir a la escuela. 1:04:30 - How do you learn about the demographics in Buffalo Evelyn explains how she learned about demographics in Buffalo and why it is so important to know your students intimately. Evelyn explica como ella aprendió sobre la demografía de Búfalo y porque es tan importante que conozcan a los estudiantes íntimamente. 1:06:17 - Influx of ethnic groups Evelyn explains what is taking place in Buffalo with the influx of different ethnic groups. Evelyn explica lo que está tomando lugar en Búfalo con la entrada de nuevos grupos étnicos. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Buffalo, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:10:33 Time Summary A summary of an interview given for different time stamps throughout the interview 0:07 - Introduction to Evelyn Pizarro Evelyn introduces herself. Evelyn se presenta. 0:43 - How migrant farming works Evelyn explains the migrant farming process as she understands it between Puerto Rico and the mainland. Evelyn explica cómo el proceso de los migrantes agrícolos funciona como ella lo entiende entre Puerto Rico y el continente. 1:32 - Buffalo was the Mecca of entertainment Buffalo was the Mecca for entertainment. There were so many diverse cultural venues for people to enjoy. Búfalo era la Meca de diversión. La gente asistía a los lugares de cultura diversa en Búfalo. 1:56 - Life on Maryner Street Evelyn reflects on her time living on Maryner Street on the Lower Westside. Evelyn refleja en su tiempo viviendo en la Calle Maryner en el Lower Westside. 2:53 - Father lived on Lower Terrace Evelyn's father lived on Lower Terrace when he first arrived in Buffalo. Her father came as a migrant worker and eventually sent for his family to join him. El padre de Evelyn vivía en Lower Terrace cuando inicialmente vino a Búfalo. Él vino como migrante agrícolo y luego pidió su familia después de unos años del trabajo. 3:26 - Life on Broadway: girls and dolls Evelyn reflects on her time living on Broadway. Evelyn refleja en su tiempo viviendo en la Calle Broadway. 4:41 - Went to public school but mom wanted a parochial education Evelyn originally went to a public school because her family didn't know there were Catholic schools in Buffalo. Her mother eventually found out about St. Lucy's. Originalmente Evelyn asistió a una escuela pública porque su madre no sabía que existiera escuelas católicas en Búfalo. Eventualmente ella asistió a la Escuela de Santa Lucy. 5:18 - Establishing a home on the LWS Evelyn discusses her experience when her family established a home on the Lower Westside of Buffalo. Evelyn discute su experiencia cuando su familia empezó un hogar en el Lower Westside de Búfalo. 6:31 - Oatmeal and clothing companies on the waterfront The oatmeal and clothing companies were located on the waterfront of Buffalo. Las compañías de harina de avena y de ropa se ubicaron enfrente del agua en Búfalo. 6:49 - Place where women worked like slaves is now a trendy place The women who worked in the factories worked like slaves. Now these buildings are being converted into trendy venues. Las mujeres que trabajaron en las factorías trabajaron como esclavas. Ahora, estos edificios se convierten en lugares de moda. 7:16 - Most Hispanics worked at three locations Most Hispanics worked at one of three locations in Buffalo. All three companies were located either downtown or in the southern part of Buffalo. La mayoría de los hispanos trabajaron en uno de tres lugares. Todas las compañías se ubicaron en el centro o en la parte del sur de Búfalo. 7:35 - Scotty from Scotty's Clam Bar got dad a job in Sanitation and at Bethlehem Steel Evelyn's father got a job at Bethlehem Steel because of the man who owned Scotty's Clam Bar. Many people were hired at Bethlehem Steel because they knew someone who knew someone within the company. El padre de Evelyn consiguió un puesto a Bethlehem Steel porque él conoció al dueño de Scotty's Clam Bar quien conoció a alguien dentro de la compañía de Bethlehem Steel. 7:57 - If you got a job at Bethlehem Steel, you were set for life Getting a job at Bethlehem Steel provided both job and financial stability during its most successful years. Anyone who could find employment there was very lucky. Al encontrar un puesto a Bethlehem Steel le proporcionó tanto empleo y la estabilidad financiera a la gente. Una persona tenía mucha suerte si conseguía un puesto allí. 8:18 - Hispanic families started buying houses on the LWS Hispanic families started to buy houses on the Lower Westside once they started to feel financially stable. Las familias hispanas empezaron a comprar casas en el Lower Westside cuando empezaron a sentirse la estabilidad financiera. 9:21 - The bus took the entire family to the farms in North Collins Evelyn's entire family would take a bus to North Collins where they worked on the farms. La familia entera de Evelyn tomaba el camión a North Collins donde todo el mundo trabajaba en las granjas. 10:09 - Burnt to a crisp but with community Evelyn reflects on her childhood when she went with her family to the fields south of Buffalo to pick vegetables. They would wait for a bus to take them to the farm each morning. They then spent the entire day outside and were "burnt to a crisp" from the sun but didn't care because they were with their community. Evelyn refleja en su niñez cuando ella fue con su familia al campo al sur de Búfalo para coger los vegetales. Ellos esperaron el camión que los llevaron a la granja cada mañana. Ellos pasaron todo el día afuera y eran "bien quemados" por el sol pero a ellos no les importaban porque estaban con su comunidad. 11:17 - It takes a village to raise a child Evelyn believes that it takes a village to raise a child and she applies this philosophy to her approach to education. Evelyn cree que toma un pueblo para crecer a un niño. Ella aplicó esta misma filosofía a su manera de educar. 12:44 - Parents were very strict Evelyn's parents were very strict. They kept close watch of her. Los padres de Evelyn eran muy estrictos. Ellos eran muy vigilantes de ella. 14:05 - Not Italian Hispanics were frequently mistaken for Italians. Se confundieron los hispanos con los italianos frequentemente. 16:38 - Everybody went to their neighborhood school When Evelyn was a child, students would go to their neighborhood school. It wasn't like it is now when students could apply to other schools or were bussed to schools in other parts of the city. Cuando Evelyn era una niña, los estudiantes asistieron a las escuelas de la comunidad. No era como es hoy en día. Los estudiantes se pueden solicitar a otras escuelas por todas partes de la ciudad o tomar camiones a otras partes de la ciudad porque hay una apertura en otro sitio. 16:57 - Recruiting Hispanic students to attend UB in the 80s Evelyn helped recruit students to attend the University at Buffalo in the 1980. Evelyn ayudó reclutar los estudiantes a la Universidad de Búfalo en la década de los 80. 17:55 - Father wouldn't let Evelyn go to college Evelyn's father refused to let her go to college. She didn't think this was right so she left the house, lived on her own and then went to college against her father's desires. El padre de Evelyn no quería que Evelyn asistiera a la universidad. Evelyn no creía que fuera justo entonces ella se fue de la casa, vivía solita y asistía a la universidad contra de los deseos de su padre. 19:29 - Jose and Evelyn started their activism career at UB Jose and Evelyn met at the University at Buffalo. While studying, they became actively involved in a community outreach program. Their activism career began there. José y Evelyn se conocieron a la Universidad de Búfalo. Durante sus estudios ellos se involucraron en un programa basado en la comunidad. Su carrera del activismo empezó allí en la universidad. 20:06 - At UB to get an education Evelyn earned her degrees from the University at Buffalo. Evelyn recibió sus títulos de la Universidad a Búfalo. 21:17 - Saving programs by creating a bilingual program Creating a bilingual program actually saved schools from closing. La creación del programa bilingüe salvó unas escuelas que estaban al riesgo de cerrar. 21:54 - Evelyn as Principal Evelyn describes her time as a principal. Evelyn describe su tiempo como principal. 22:59 - 1,300 pairs of K-Swiss sneakers Evelyn applied to a program through K-Swiss. Her students won and the school received 1,300 pairs of sneakers as a prize. Evelyn solicitó a un programa por la compañía de K-Swiss. Ellos ganaron y recibieron 1,300 pares de zapatillas como premio. 24:32 - We gave the kids everything they needed to succeed in school Evelyn worked hard to give her students everything they needed to succeed. Evelyn trabajó mucho para darles todo lo que necesitaban a los estudiantes para tener lo más éxito. 25:53 - We would go to the kids' homes to make them come to school Evelyn would go to her students houses to pick them up when they missed school. Evelyn iba a las casas de sus estudiantes cuando perdieron el día de la escuela. 26:26 - Evelyn tricked parents into getting involved with the school Evelyn would find ways to "trick" parents into getting involved with the school. She felt that her students would be successful if their parents were also actively involved in their learning process. Evelyn encontraba maneras de "engañar" a los padres para que participaran en la escuela. Ella creía que sus estudiantes podrían ser exitosos si sus padres estaban una parte de su proceso educativo. 27:17 - Creating ways to get parents involved Evelyn worked hard to get parents involved in their child's education. She was very successful and the parents were very eager to get involved. Evelyn trabajó mucho para ganar el apoyo de los padres en las educaciones de sus hijos. Evelyn tenía mucho éxito y los padres estaban muy animados a involucrarse. 30:17 - Results of asthma study allowed schools 3 and 18 to get air conditioning systems Evelyn used the results of an asthma study on the Lower Westside to get federal money to update their heating/air conditioning system. Evelyn usó una estudia sobre la asma en el Lower Westside para pedir dinero federal que actualizó el sistema de calefacción y de aire acondicionado. 32:23 - First female Hispanic principal in Buffalo Evelyn was the first Hispanic female principal in Buffalo. She is very proud of this and works very hard. Evelyn era la primera principal hispana en Búfalo. Ella es muy orgullosa de este hecho y trabajaba duramente para mantener este puesto. 33:42 - Both buildings had extensive programs Evelyn describes two Buffalo Public Schools that have bilingual programs and how she and David Caban ran those successfully. Evelyn describe dos Buffalo Public Schools que tenían programas bilingües--uno dirigido por David Caban--y como ellos las condujeron con mucho éxito. 34:11 - Missed children's event because of Principal duties Evelyn frequently missed her own children's events because she was so involved in her role as a principal. Frequentemente Evelyn perdió los eventos de sus propios hijos porque ella estaba tan involucrada en su rol como principal. 35:00 - We need to support one another Evelyn explains why the Hispanic community needs to support one another and not compete like it currently is. Evelyn explica porque la comunidad hispana necesita apoyarse en vez de competir como están haciendo ahora mísma. 35:34 - The Armory gave out rations Evelyn remembers when the Army would hand out rations of food to people who were in need when she was a child. Evelyn se recuerda cuando el ejército le daba las raciones a la gente que necesitaba ayuda cuando ella era niña. 36:30 - The community is proud Evelyn sees the Hispanic community as proud of its history and accomplishments. Se ve la comunidad hispana como una de orgullo sobre su historia y sus éxitos. 37:07 - The community stuck together, but still competes The Hispanic community supports one another but still competes for the same resources. They are trying to help the same population but are unwilling to work together to do it. La comunidad hispana se apoya pero todavía compete para los mismos recursos aunque están tratando de ayudar a la misma población. Ellos no quieren trabajar juntos. 38:07 - 21 Century After School Evelyn developed an after school program that fit the needs of students in the 21st Century. Evelyn desarrolló un programa para después del día escolar que cabe al estudiante del siglo veintiuno. 38:51 - Community Centers would share ideas Evelyn helped promote community center collaboration. She feels that too many organizations are trying to accomplish the same goals but are unwilling to share ideas to help the same community. Evelyn ayudó a promover la colaboración entre los centros de la comunidad. Ella piensa que hay muchos centros de la comunidad tratan de lograr las mismas metas pero no quieren trabajar juntos para ayudar a la misma población. 40:18 - Education is the key out Evelyn believes that education is the key out of poverty. Evelyn cree que la educación es la clave para sacarse de la pobreza. 41:30 - Other minorities are surpassing Hispanics in graduation rate Other minorities are surpassing Hispanics in graduation rate. This is problematic since the dropout rate for Hispanics is still very high. Otras minorías están sobrepasando a los hispanos en la tasa de graduación. Este es un problema porque la tasa de deserción escolar está muy elevada. 41:56 - Tutors are abundantly available Evelyn sought tutor for students who were struggling in school. The tutors would come from various local universities. Evelyn buscó tutores para los estudiantes que necesitaban más ayuda en la escuela. Los tutores eran de las universidades locales. 44:08 - Hispanics have difficulty with spelling Evelyn analyzes why Hispanics have a hard time spelling words in English. Evelyn analiza por qué los hispanos tienen dificultad con la ortografía en inglés. 45:02 - Two languages in the house Evelyn grew up in a bilingual household and this felt normal to her and to everyone else in her community. Evelyn se crecía en una casa bilingüe y ese era normal a ella y a todos los demás en su comunidad. 47:06 - Language is not an excuse Language can be a barrier at times but it is not an excuse to not succeed. El lenguaje puede ser una barrera a veces pero no puede ser una excusa para la falta de éxito. 47:27 - Hispanics are going to flock to Buffalo because of bilingual program Evelyn thinks that Hispanics are going to flock to Buffalo because the Buffalo Public Schools were successful at developing a bilingual program. Evelyn cree que los hispanos se van a congregar en Búfalo porque la Buffalo Public Schools desarrollaron un programa bilingüe exitoso. 48:43 - Principals need to know their students' needs Every principal needs to know his/her students very well to be effective. Cada principal tiene que conocer a todos de sus estudiantes para ser exitoso. 53:45 - Background information is important Evelyn shares why it is so important to know your students and where they are coming from. She feels that many principals don't know their students well enough to properly provide resources that best fit their educational needs. Evelyn comparte por qué es tan importante que un principal conozca a sus estudiantes y de dónde vienen. Ella siente que algunos principales no conocen a sus estudiantes bastante para saber bien cuales recursos necesitan según sus necesidades educativas. 55:58 - State Exams were meant to evaluate the curriculum not a student's performance Evelyn discusses how State Exams are ineffective at assessing a student's progress. Evelyn explica como los exámenes estatales son ineficaces porque no miden el progreso de los estudiantes. 59:01 - Reading and Writing in every subject Reading and writing are imperative in every subject in school. La lectura y la escritura son imperativos en todos los sujetos en la escuela. 1:00:30 - How to incorporate reading and writing in special classes Evelyn shares her methods of incorporating reading and writing into specialized classes. She feels it is important to include these two subjects in all courses. Evelyn comparte sus métodos de incorporar la lectura y la escritura en cualquiera clase especial. Ella cree que hay que incorporar estos aspectos de la educación en cualquier lugar posible. 1:02:31 - Campaign to highlight education among Hispanics Evelyn describes how she and Marcy Rondon decided to work together to create a campaign to encourage Hispanics to attend the University. Evelyn describe como ella y Marcy decidieron a trabajar juntas para crear una campaña para animar a los hispanos que asistan a la universidad. 1:03:14 - Students do not want to return to school Students who were not doing well in school didn't want to return to school. Evelyn used this as a way to change the structure of her school so students will want to come to school. Los estudiantes que no hacían bien en la clase no querían venir a la escuela. Evelyn tomó este problema y lo usó para cambiar la estructura de su escuela para que los estudiantes quisieran venir a la escuela. 1:04:30 - How do you learn about the demographics in Buffalo Evelyn explains how she learned about demographics in Buffalo and why it is so important to know your students intimately. Evelyn explica como ella aprendió sobre la demografía de Búfalo y porque es tan importante que conozcan a los estudiantes íntimamente. 1:06:17 - Influx of ethnic groups Evelyn explains what is taking place in Buffalo with the influx of different ethnic groups. Evelyn explica lo que está tomando lugar en Búfalo con la entrada de nuevos grupos étnicos. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Evelyn Pizarro Creator An entity primarily responsible for making the resource Evelyn Pizarro (Interviewee) Maritza Vega (Interviewer) Description An account of the resource Evelyn Pizarro was born in Puerto Rico and migrated to Buffalo with her family. Her father originally travelled to Western New York as a migrant worker and eventually decided to stay in the area and establish a home for him and his family. Evelyn remembers growing in Buffalo and travelling with her family to the farm in North Collins. Despite her father’s wishes, Evelyn finished high school and left home so she could attend the University. She met her husband Jose Pizarro while she was studying to become an educator. They both became incredibly active in the Hispanic community and helped establish various community based organizations throughout the community. After graduating, Evelyn became an educator in the Buffalo Public schools and went on to become the first Hispanic and female principal in the Public Schools. She was very dedicated to enriching the lives of Hispanic students and worked very hard to create and maintain the bilingual program that still exists to this day. Evelyn focuses this interview on what she had to do to keep families in the community interested in their children’s educations. Evelyn Pizarro nació en Puerto Rico y migró a Búfalo con su familia. Su padre originalmente viajó a Nueva York del Oeste como trabajador migrante y eventualmente decidió que quería quedarse en la región y llevó a su familia para que pudiera establecer un hogar. Evelyn recuerda de su niñez cómo crecía en Búfalo y viajando con su familia a las granjas de North Collins. A pesar de los deseos de su padre, Evelyn terminó la secundaria y dejó la casa para que pudiera asistir a la universidad. Ella conoció a su esposo José Pizarro mientras estudiaba a ser docente. Ellos se ponían muy activos en la comunidad hispana y ayudaron a establecer varias organizaciones de la comunidad alrededor de la comunidad. Después de graduarse, Evelyn se volvió a ser docente en las Buffalo Public Schools y logró de ponerse la primera principal hispana en las escuelas públicas. Ella era muy dedicada al enriquecimiento de las vidas escolares de sus estudiantes hispanos y trabajaba fuertemente a crear y mantener un programa bilingüe que todavía existe hoy en día. Evelyn enfoca la entrevista en todo lo que tenía que hacer para mantener el interés educativo en las familias hispanas para que siguieran apoyando a los estudiantes a adelantar. Date A point or period of time associated with an event in the lifecycle of the resource 2014-07-22 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource English Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Relation A related resource Buffalo & Erie County Public Library Digital Collections Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Education https://omeka.buffalolib.org/files/original/04c4c6650e6ecd3e6f23d0b1b8b6825c.mp3 aa96868ed61964ba7390ea364f8a895a https://omeka.buffalolib.org/files/original/120dc018047a966ad0419d50efb6645f.pdf 3f10942d8b2d39fd16433ee36473b280 PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Father Antonio Rodriguez Interview Location: Lackawanna Public Library, Lackawanna, NY Interview Date: July 31, 2012 Interview Conducted by: Stephanie Bucalo Length: 0:53:58 Executive Summary This interview took place on July 31, 2012 at the West Seneca Library in West Seneca, NY. The interview was conducted by Stephanie Bucalo and accompanied by Casimiro Rodriguez. Father Antonio Rodriguez is a Spanish-born priest who was assigned to the Buffalo Diocese as a way of reaching out to the newly arrived Spanish-speaking migrant workers, many of which were residing in rural areas north and south of the City of Buffalo. Father Rodriguez created a network of programs to assist migrant workers learn about government benefits, employment opportunities, community gatherings and an overall support network. Father Rodriguez gave Spanish language masses at many of the farms where the migrant workers lived and made sure to give them an opportunity to stay connected with the Catholic Church. During the early years of his time in Western New York, Father Rodriguez was instrumental in organizing various support networks such as the Cursillo movement (a three-day pilgrimage to a selected place for parishioners to get closer to the Catholic faith), La Tilma (a Spanish language bulletin that informed Spanish speakers of community events and news), and was an advocate for those in need. Many people who have been interviewed identify Father Rodriguez as one of the most influential people of their lives. They all speak very highly of Father Rodriguez's commitment to the Hispanic community and willingness to stand up for what is right. Resumen Ejecutivo: Esta entrevista tomó lugar el 31 de julio, 2012 a la sucursal West Seneca de la Biblioteca Pública en West Seneca, NY. La entrevista fue dirigida por Stephanie Bucalo y acompañado por Casimiro Rodríguez. El Padre Antonio Rodríguez nació en España y fue asignado a la Diócesis de Búfalo como forma de alcanzar a la nueva población hispana de migrantes, tantos de ellos vivían en las partes rurales al norte de la ciudad de Búfalo. El Padre Rodríguez implementó una red de programas para ayudar a los migrantes para que aprendieran sobre los beneficios gubernamentales, las oportunidades para empleo, los eventos en la comunidad y sobre todo una red de apoyo. El Padre Rodríguez dio las misas en español en las granjas en donde los migrantes vivían y les dio la oportunidad de mantener la fe con la iglesia católica. Durante los primeros años en su tiempo en la región, �El Padre Rodríguez fue fundamental en la organización de varias redes de apoyo como, por ejemplo, el movimiento de los cursillos (una peregrinación de tres días a un lugar elegido para los peregrinos que se quieran acercar a la fe católica.), La Tilma (un periódico en español que informó las noticias al público, la cultura, la fe y otras novedades del mundo hispanohablante mundial.), y fue abogado a los que necesitaba la ayuda. A mucha gente con quien hemos hablado durante las entrevistas, nos han dicho que el Padre Rodríguez era uno de los personajes más influenciales de sus vidas. Todo el mundo habla con el más respecto sobre el fuerte compromiso que tenía él al respecto de la comunidad y su voluntad de aguantar lo derecho. Story Clips: 1:05 - Who is Father Rodriguez Father Rodriguez introduces himself and why he came to Western New York. El Padre Rodríguez se nos presenta y explica porque él llegó a la región. 1:18 - The Diocese has a special interest in the Spanish speaking population Father Rodriguez discusses his various Diocesan assignments in Western New York. The Catholic Church was very interested in keeping the Catholic faith within the Hispanic community. El Padre Rodríguez explica sus puestos varios designados por la Diócesis en la región. A la Iglesia Católica le interesaba mantener la fe católica dentro de la comunidad hispana. 1:19 - First assignments in the northern part of the Diocese Father Rodriguez discusses his first Diocesan assignments. He was asked to travel around Western New York to help out Hispanic migrant workers in the ways of spirituality, education and work. El Padre Rodríguez habla sobre su primer puesto de la Diócesis. Le pidieron que viajara por la región para darles asistencia a los migrantes hispanos en la forma de la espiritualidad, educación y trabajo. 2:43 - Keeping track of the Spanish speaking population in the Diocese �The Diocese relied on Father Rodriguez to keep track of the Hispanic population. Before he arrived in Western New York, the Diocese did not know for sure how many Hispanics had located to the region. El Padre Rodríguez mantenía contacto con la población hispana. Antes de que ellos llegaran en la región, la Diócesis no sabía bien cuántos hispanos ya habían llegado a la región. 3:57 - The origins of Spanish celebrations Father Rodriguez discusses the first Spanish celebrations, which were initiated by the Immaculate Conception Church in downtown Buffalo. The first Spanish/Puerto Rican parade happened in 1955 or 1956. It traveled through the West Side of Buffalo--from Virginia Street to Niagara Street. Currently the Hispanic Heritage Parade travels down Niagara Street. El Padre Rodríguez nota los primeros festivales españoles, los cuales se fueron iniciados por la Iglesia de la Concepción Inmaculada en el centro de Búfalo. El primer desfile español/puertorriqueño tomó lugar en 1955 o 1956. El curso pasó por el West Side de Búfalo--empezó en la Calle Niagara. Ahora, el desfile del Herencia Hispana pasa por la Calle Niagara. 4:48 - Father teaches Spanish in the Buffalo Seminary Father Rodriguez taught Spanish classes at the Buffalo Seminary. El Padre Rodríguez dio clases de español en el Seminario de Búfalo. 5:02 - La Tilma starts in 1957 The Diocese started La Tilma (1957)--monthly Spanish language newspaper. It included all of the local Hispanic activities listed for the community. La Diócesis empezó La Tilma (1957)--un periódico mensual en español. El periódico incluyó una lista de actividades locales al respecto de la comunidad hispana. 5:30 - Retreat to Our Lady of Fatima in Lewiston, NY Our Lady of Fatima was the first location of los cursillos (retreats) for Spanish speaking Catholics who wished to strengthen their faith through �pilgrimage. This took place in Lewiston, NY. They later created both English and Spanish language cursillos to accommodate the growing diverse population. Nuestra Dama de Fátima fue la primera locación de los cursillos para los católicos hispanohablantes quienes deseaban reforzar su fe por esta peregrinación. La peregrinación primariamente tomó lugar en Lewiston, NY. Después de esta peregrinación, la Iglesia creyó los cursillos en inglés y español para acomodar a toda la población. 6:33 - Father Rodriguez reaches out to migrant workers Father Rodriguez traveled to the different working sites in Western New York to get to know the migrant community. He played dominoes with the men and discussed the importance of maintaining the Catholic faith. Many of the workers could not attend masses, so Father Rodriguez began giving mass during his visits. El Padre Rodríguez viajaba a los sitios distintos en la región para conocer mejor la comunidad hispana. Él jugaba las fichas de dominó con los migrantes y les hablaba sobre la importancia de mantener la fe católica. Muchos de los trabajadores no podían asistir a la misa, entonces, el Padre Rodríguez se la dio durante sus visitas. 8:14 - Where do the migrant workers come from The majority of the migrant workers who worked in Western New York originated in Puerto Rico. Most were secondary migrants. Fr. Rodriguez also discusses the advantages of being Puerto Rican and an American citizen. Unlike other migrant workers, Puerto Ricans can enter and leave the U.S. without a passport since it is a Estado Libre Asociado (Free Associated State) of the United States. La mayoría de los migrantes que trabajaron en Western New York llegaron de Puerto Rico. Muchos vinieron por otras partes de los EEUU continental por la migración secundaria. El Padre Rodríguez también explica las ventajas de ser puertorriqueño y ciudadano de los EEUU. A diferencia de otros grupos migrantes, los puertorriqueños viajan libremente entre la isla y los EEUU continental porque son ciudadanos estadounidenses. Puerto Rico es un Estado Libre Asociado de los EEUU--ese quiere decir que Puerto Rico es una parte de los EEUU pero no un estado oficial. �9:06 - Poor early living conditions in the migrant workers camp Early working conditions were poor. Puerto Rican leaders (Isaías González) in the community complained to the government about the poor living/working conditions on the farms. The government complied with their requests for better working conditions. Las condiciones iniciales acerca de los trabajos de los migrantes eran pobres. Los líderes puertorriqueños (Isaías González) de la comunidad se quejaron al gobierno sobre las condiciones pobres de las residencias y el espacio en donde los migrantes vivieron y trabajaron. El gobierno implementaron algunos cambios para mejorar las condiciones del trabajo. 10:21 - Communication with the Hispanic community through La Tilma The Diocese communicates with the Spanish community through La Tilma. People would travel from other parts of the state to attend Hispanic cultural events. La Diócesis comunica con la comunidad Hispana por La Tilma. La gente viajaría de otras partes del estado para asistir a los eventos culturales. 11:07 - The Cursillo movement Father Rodriguez is the founder of the cursillo movement. Men and women come together for three days to talk about faith and living together. El Padre Rodríguez fundó el movimiento de los cursillos. Los hombres y las mujeres se juntaron para tres días con la meta de hablar sobre la fe y vivir juntos. 11:40 - Conversations about taking care of the Hispanic migrants The Pope asked the bishops to take care of the Hispanic migrants in the U.S. The church wanted to keep the Hispanic population faithful. El Papa les pidió a los obispos que cuidaran a los migrantes hispanos en los EEUU. La Iglesia quería mantener la fe dentro de la población hispana. 12:23 - Women make the Cursillo �Women also made the cursillo. (Father Flecha and Father Moreno.) Teams would be led by both men and women. Las mujeres también fueron en los cursillos. (El Padre Flecha y el Padre Moreno). Los equipos se encargaron por los hombres y las mujeres. 13:17 - The English Cursillo still exists The Spanish cursillo no longer exists--but now there is an English cursillo within the Diocese. After Fr. Rodriguez retired, the Diocese stopped the Spanish Speaking cursillos. Se paró el cursillo en español--pero ahora hay un cursillo en inglés. Después de la jubilación de Padre Rodríguez, la Diócesis dejó de tener los cursillos en español. 14:50 - Most Hispanics are bilingual Most Hispanics in the area attended the English cursillo because they are bilingual. Fr. Rodriguez lists the different prestigious positions that are currently being held in Buffalo by well-educated Hispanics. Muchos de los hispanos en el área asistían al Cursillo en inglés porque ya han llegado de ser bilingüe. El Padre Rodríguez explica los puestos prestigiosos distintos que están encargados por hispanos bien educados en Búfalo. 15:39 - Father Rodríguez advises migrant families to stay and send their children to school The Spanish community not only grew in quantity, but also in quality. Fr. Rodriguez advised migrant workers with families to send their families to school and stay during the winter season when they would otherwise travel down south to Florida to work. He advised them to move to the city where there are greater education opportunities. They may need to apply for welfare, but their children would at least have the opportunity to be educated and find better paying jobs. La comunidad hispana no solamente creció en cantidad, pero también en calidad. El Padre Rodríguez aconsejaba a los migrantes con familias que les mandaran a sus hijos a la escuela y que mantuvieran residencia en Western New York durante el invierno cuando normalmente hubieran viajado al sur a �Florida en búsqueda de trabajo. Les aconsejaba que se mudaran a la ciudad donde había más oportunidades educativas. Era posible que hubieran necesitado la ayuda de los beneficios gubernamentales, pero sus hijos por lo menos habrían tenido la oportunidad de ser cultos y encontrar mejores trabajos. 20:07 - Father Rodriguez aspires bring the Hispanic community together Fr. Rodriguez wanted to see the community come together so they could support and respect one another. El Padre Rodríguez quería ver que la comunidad que se juntara para que pudiera ayudar y respetar a sí mismo. 21:04 - The Spanish community is important to the government The government also knows how important the Hispanic population is. The government allowed bilingual public school to accommodate the rapidly growing Spanish speaking population. El gobierno se da cuenta de la importancia de la población hispana en los EEUU. El gobierno permitió la creación de una escuela pública bilingüe en Búfalo para acomodar a la población hispanohablante que estaba creciendo rápidamente. 21:52 - Herman Badillo is the first bilingual public school in Buffalo Herman Badillo is the first bilingual public school in Buffalo. Carmen Rodriguez was the Director of the Bilingual Program at Herman Badillo. Confesor Cruz was in charge of the Spanish department in City Hall. La escuela Herman Badillo fue la primera escuela pública bilingüe en Búfalo. Carmen Rodríguez era la directora del programa bilingüe a Herman Badillo. Confesor Cruz se encargó el departamento en el cabildo. 25:22 - Father Rodriguez searches for Spanish surnames in the telephone book Fr. Rodriguez finds Hispanic members of the community by thumbing through the phone book. He finds addresses by locating numbers with �Spanish last names. He sent La Tilma to these people so they would be aware of the Hispanic community events. El Padre Rodríguez encuentra a unos miembros de la comunidad hispana por una búsqueda de los nombres hispanos en libro de teléfono. Él les mandó una copia de La Tilma a ellos que encontró en el libro de teléfono para que se noten de los eventos hispanos en la comunidad. 26:46 - Thousands of Hispanics are living in Western New York in the 50s Thousands of people travel to Buffalo for Hispanic celebrations. People also came to Washington, D.C. for los encuentros where Hispanics would celebrate their heritage and religion. Miles de personas viajaban a los festivales hispanos en Búfalo. También vino gente de Washington, D.C. para los encuentros donde los hispanos habían celebrado su herencia y religión. 28:04 - Father Rodriguez does not know the meaning of discrimination Fr. Rodriguez never felt any sort of discrimination--as a priest he was always welcomed wherever he went. The Diocese did not want Fr. Rodriguez to leave when he wanted to return to Spain. El Padre Rodríguez nunca se sintió ningún sentido de discriminación-como sacerdote él siempre ha sentido bienvenido en cualquier lugar. La Diócesis no quería que se fuera a España cuando El Padre quiso regresar a su país natal. 30:15 - The beginning was difficult but got better Many people who came and got their education now own houses and businesses. They have progressed greatly. Mucha gente quien llegó a la ciudad obtuvo su educación y ahora son dueños de sus propias casas y negocios. Se ha logrado mucho. 31:55 - What was difficult in the beginning? In the beginning, it was difficult for migrants to find work, housing and proper education. Financing for housing was difficult as well-- many migrants needed to work multiple jobs. �Al principio, era difícil para los migrantes encontrar trabajo, vivienda y educación adecuada. Al pagar los gastos de vivienda era también bien difícil-muchos migrantes necesitaban puestos múltiples para cubrir sus gastos. 33:22 - Radio programs are instruments of communication for Hispanics Spanish Radio Program was also instrumental in keeping the community informed about events. Juan Texidor was very important in the Spanish speaking Radio programs. El programa de radio en español era fundamental en el mantenimiento a la comunidad informada sobre los eventos culturales. Juan Texidor era muy importante en la formación del programa de radio en español. 35:37 - The origins of the Olivencia Center Pucho Olivencia went to see Fr. Rodriguez because he felt that the Hispanic community needed a cultural center. He had a piece of land on Chicago and Swan streets. He told Father to go to the bishop to ask for help building the cultural center. Bishop McNaulty listened to Pucho Olivencia and Fr. Rodriguez and gave them $7,000 from the Diocese and $7,000 from his own personal funding to help start the Olivencia center. (1968?) Pucho Olivencia fue a ver al Padre Rodríguez porque se sentía que la comunidad hispana necesitaba un centro cultural. Ya poseía una propiedad en la esquina de las Calles Chicago y Swan. El Padre le dijo que tuvo que pedirle la ayuda del Obispo McNaulty para construir el centro cultural. El Obispo McNaulty escuchó a Pucho Olivencia y le dio $7,000 de la Diócesis y $7,000 más de sus propios fondos para ayudar a empezar el Centro Pucho Olivencia. (1968?) 37:55 - The Buffalo youth donates a building on Virginia Street to Father Rodriguez The Alianza youth gave Fr. Rodriguez a building on Virginia Street for another community center. A bishop from Puerto Rico came to bless the building on Virginia Street. It is currently occupied by Hispanics United of Buffalo. El grupo juvenil, La Alianza, le dio al Padre Rodríguez un edificio ubicado en la calle Virginia para abrir un nuevo centro comunidad específicamente para los hispanos. Un obispo de Puerto Rico le dio una bendición al edificio en la � Calle Virginia. Hoy en día, este edificio es el hogar de los Hispanos Unidos de Búfalo. 43:08 - North Collins Fr. Rodriguez gave mass to the migrant workers in North Collins during the summer. The Diocese was particularly interested in the Hispanic community in North Collins. El Padre Rodríguez les dio la misa a los migrantes en North Collins durante el verano. La Diócesis era particularmente interesada en la comunidad hispana en North Collins. 45:35 - Father Rodriguez discusses contract labor Fr. Rodriguez explains how contract employers went to Puerto Rico to recruit new workers. Employers would pay for a worker's expenses to travel to Western New York. El Padre Rodríguez explica cómo los empleadores de contratos fueron a Puerto Rico para buscar a nuevos trabajadores. Los empleadores pagaría los vuelos y los gastos de lo empleos entre Puerto Rico y Búfalo. 48:09 - Everyone was a leader on the West Side of Buffalo All Hispanics took a leadership role on the West Side of Buffalo. Todos los hispanos eran líderes al West Side de Búfalo. 49:26 - The Spanish community is important to the future of America The Spanish community is important to every aspect of American life. Fr. Rodriguez believes that President Obama won the presidential seat in part because of the Hispanic vote. La comunidad hispana es importante a la vida cotidiana. El padre Rodríguez cree que el Presidente Obama ganó el puesto presidencial en parte del voto hispano. 50:07 - Father Rodriguez does not get involved with politics �Fr. Rodriguez did not like to get involved with politics. He only stuck to religious teaching. He encouraged Hispanics to vote but never felt compelled to mix religious beliefs with politics. El Padre Rodríguez no quería involucrarse en los políticos. Se dedicó a la enseñanza de la religión. Les alentaba a los hispanos a votar pero nunca se sentía que se mezclaran sus creencias religiosas con los políticos. � 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. Interviewer The person(s) performing the interview Stephanie Bucalo Interviewee The person(s) being interviewed Father Antonio Rodríguez Location The location of the interview Lackawanna Public Library Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 53:58 Time Summary A summary of an interview given for different time stamps throughout the interview 1:05 - Who is Father Rodriguez Father Rodriguez introduces himself and why he came to Western New York. El Padre Rodríguez se nos presenta y explica porque él llegó a la región. 1:18 - The Diocese has a special interest in the Spanish speaking population Father Rodriguez discusses his various Diocesan assignments in Western New York. The Catholic Church was very interested in keeping the Catholic faith within the Hispanic community. El Padre Rodríguez explica sus puestos varios designados por la Diócesis en la región. A la Iglesia Católica le interesaba mantener la fe católica dentro de la comunidad hispana. 1:19 - First assignments in the northern part of the Diocese Father Rodriguez discusses his first Diocesan assignments. He was asked to travel around Western New York to help out Hispanic migrant workers in the ways of spirituality, education and work. El Padre Rodríguez habla sobre su primer puesto de la Diócesis. Le pidieron que viajara por la región para darles asistencia a los migrantes hispanos en la forma de la espiritualidad, educación y trabajo. 2:43 - Keeping track of the Spanish speaking population in the Diocese The Diocese relied on Father Rodriguez to keep track of the Hispanic population. Before he arrived in Western New York, the Diocese did not know for sure how many Hispanics had located to the region. El Padre Rodríguez mantenía contacto con la población hispana. Antes de que ellos llegaran en la región, la Diócesis no sabía bien cuántos hispanos ya habían llegado a la región. 3:57 - The origins of Spanish celebrations Father Rodriguez discusses the first Spanish celebrations, which were initiated by the Immaculate Conception Church in downtown Buffalo. The first Spanish/Puerto Rican parade happened in 1955 or 1956. It traveled through the West Side of Buffalo--from Virginia Street to Niagara Street. Currently the Hispanic Heritage Parade travels down Niagara Street. El Padre Rodríguez nota los primeros festivales españoles, los cuales se fueron iniciados por la Iglesia de la Concepción Inmaculada en el centro de Búfalo. El primer desfile español/puertorriqueño tomó lugar en 1955 o 1956. El curso pasó por el West Side de Búfalo--empezó en la Calle Niagara. Ahora, el desfile del Herencia Hispana pasa por la Calle Niagara. 4:48 - Father teaches Spanish in the Buffalo Seminary Father Rodriguez taught Spanish classes at the Buffalo Seminary. El Padre Rodríguez dio clases de español en el Seminario de Búfalo. 5:02 - La Tilma starts in 1957 The Diocese started La Tilma (1957)--monthly Spanish language newspaper. It included all of the local Hispanic activities listed for the community. La Diócesis empezó La Tilma (1957)--un periódico mensual en español. El periódico incluyó una lista de actividades locales al respecto de la comunidad hispana. 5:30 - Retreat to Our Lady of Fatima in Lewiston, NY Our Lady of Fatima was the first location of los cursillos (retreats) for Spanish speaking Catholics who wished to strengthen their faith through pilgrimage. This took place in Lewiston, NY. They later created both English and Spanish language cursillos to accommodate the growing diverse population. Nuestra Dama de Fátima fue la primera locación de los cursillos para los católicos hispanohablantes quienes deseaban reforzar su fe por esta peregrinación. La peregrinación primariamente tomó lugar en Lewiston, NY. Después de esta peregrinación, la Iglesia creyó los cursillos en inglés y español para acomodar a toda la población. 6:33 - Father Rodriguez reaches out to migrant workers Father Rodriguez traveled to the different working sites in Western New York to get to know the migrant community. He played dominoes with the men and discussed the importance of maintaining the Catholic faith. Many of the workers could not attend masses, so Father Rodriguez began giving mass during his visits. El Padre Rodríguez viajaba a los sitios distintos en la región para conocer mejor la comunidad hispana. Él jugaba las fichas de dominó con los migrantes y les hablaba sobre la importancia de mantener la fe católica. Muchos de los trabajadores no podían asistir a la misa, entonces, el Padre Rodríguez se la dio durante sus visitas. 8:14 - Where do the migrant workers come from The majority of the migrant workers who worked in Western New York originated in Puerto Rico. Most were secondary migrants. Fr. Rodriguez also discusses the advantages of being Puerto Rican and an American citizen. Unlike other migrant workers, Puerto Ricans can enter and leave the U.S. without a passport since it is a Estado Libre Asociado (Free Associated State) of the United States. La mayoría de los migrantes que trabajaron en Western New York llegaron de Puerto Rico. Muchos vinieron por otras partes de los EEUU continental por la migración secundaria. El Padre Rodríguez también explica las ventajas de ser puertorriqueño y ciudadano de los EEUU. A diferencia de otros grupos migrantes, los puertorriqueños viajan libremente entre la isla y los EEUU continental porque son ciudadanos estadounidenses. Puerto Rico es un Estado Libre Asociado de los EEUU--ese quiere decir que Puerto Rico es una parte de los EEUU pero no un estado oficial. 9:06 - Poor early living conditions in the migrant workers camp Early working conditions were poor. Puerto Rican leaders (Isaías González) in the community complained to the government about the poor living/working conditions on the farms. The government complied with their requests for better working conditions. Las condiciones iniciales acerca de los trabajos de los migrantes eran pobres. Los líderes puertorriqueños (Isaías González) de la comunidad se quejaron al gobierno sobre las condiciones pobres de las residencias y el espacio en donde los migrantes vivieron y trabajaron. El gobierno implementaron algunos cambios para mejorar las condiciones del trabajo. 10:21 - Communication with the Hispanic community through La Tilma The Diocese communicates with the Spanish community through La Tilma. People would travel from other parts of the state to attend Hispanic cultural events. La Diócesis comunica con la comunidad Hispana por La Tilma. La gente viajaría de otras partes del estado para asistir a los eventos culturales. 11:07 - The Cursillo movement Father Rodriguez is the founder of the cursillo movement. Men and women come together for three days to talk about faith and living together. El Padre Rodríguez fundó el movimiento de los cursillos. Los hombres y las mujeres se juntaron para tres días con la meta de hablar sobre la fe y vivir juntos. 11:40 - Conversations about taking care of the Hispanic migrants The Pope asked the bishops to take care of the Hispanic migrants in the U.S. The church wanted to keep the Hispanic population faithful. El Papa les pidió a los obispos que cuidaran a los migrantes hispanos en los EEUU. La Iglesia quería mantener la fe dentro de la población hispana. 12:23 - Women make the Cursillo Women also made the cursillo. (Father Flecha and Father Moreno.) Teams would be led by both men and women. Las mujeres también fueron en los cursillos. (El Padre Flecha y el Padre Moreno). Los equipos se encargaron por los hombres y las mujeres. 13:17 - The English Cursillo still exists The Spanish cursillo no longer exists--but now there is an English cursillo within the Diocese. After Fr. Rodriguez retired, the Diocese stopped the Spanish Speaking cursillos. Se paró el cursillo en español--pero ahora hay un cursillo en inglés. Después de la jubilación de Padre Rodríguez, la Diócesis dejó de tener los cursillos en español. 14:50 - Most Hispanics are bilingual Most Hispanics in the area attended the English cursillo because they are bilingual. Fr. Rodriguez lists the different prestigious positions that are currently being held in Buffalo by well-educated Hispanics. Muchos de los hispanos en el área asistían al Cursillo en inglés porque ya han llegado de ser bilingüe. El Padre Rodríguez explica los puestos prestigiosos distintos que están encargados por hispanos bien educados en Búfalo. 15:39 - Father Rodríguez advises migrant families to stay and send their children to school The Spanish community not only grew in quantity, but also in quality. Fr. Rodriguez advised migrant workers with families to send their families to school and stay during the winter season when they would otherwise travel down south to Florida to work. He advised them to move to the city where there are greater education opportunities. They may need to apply for welfare, but their children would at least have the opportunity to be educated and find better paying jobs. La comunidad hispana no solamente creció en cantidad, pero también en calidad. El Padre Rodríguez aconsejaba a los migrantes con familias que les mandaran a sus hijos a la escuela y que mantuvieran residencia en Western New York durante el invierno cuando normalmente hubieran viajado al sur a Florida en búsqueda de trabajo. Les aconsejaba que se mudaran a la ciudad donde había más oportunidades educativas. Era posible que hubieran necesitado la ayuda de los beneficios gubernamentales, pero sus hijos por lo menos habrían tenido la oportunidad de ser cultos y encontrar mejores trabajos. 20:07 - Father Rodriguez aspires bring the Hispanic community together Fr. Rodriguez wanted to see the community come together so they could support and respect one another. El Padre Rodríguez quería ver que la comunidad que se juntara para que pudiera ayudar y respetar a sí mismo. 21:04 - The Spanish community is important to the government The government also knows how important the Hispanic population is. The government allowed bilingual public school to accommodate the rapidly growing Spanish speaking population. El gobierno se da cuenta de la importancia de la población hispana en los EEUU. El gobierno permitió la creación de una escuela pública bilingüe en Búfalo para acomodar a la población hispanohablante que estaba creciendo rápidamente. 21:52 - Herman Badillo is the first bilingual public school in Buffalo Herman Badillo is the first bilingual public school in Buffalo. Carmen Rodriguez was the Director of the Bilingual Program at Herman Badillo. Confesor Cruz was in charge of the Spanish department in City Hall. La escuela Herman Badillo fue la primera escuela pública bilingüe en Búfalo. Carmen Rodríguez era la directora del programa bilingüe a Herman Badillo. Confesor Cruz se encargó el departamento en el cabildo. 25:22 - Father Rodriguez searches for Spanish surnames in the telephone book Fr. Rodriguez finds Hispanic members of the community by thumbing through the phone book. He finds addresses by locating numbers with Spanish last names. He sent La Tilma to these people so they would be aware of the Hispanic community events. El Padre Rodríguez encuentra a unos miembros de la comunidad hispana por una búsqueda de los nombres hispanos en libro de teléfono. Él les mandó una copia de La Tilma a ellos que encontró en el libro de teléfono para que se noten de los eventos hispanos en la comunidad. 26:46 - Thousands of Hispanics are living in Western New York in the 50s Thousands of people travel to Buffalo for Hispanic celebrations. People also came to Washington, D.C. for los encuentros where Hispanics would celebrate their heritage and religion. Miles de personas viajaban a los festivales hispanos en Búfalo. También vino gente de Washington, D.C. para los encuentros donde los hispanos habían celebrado su herencia y religión. 28:04 - Father Rodriguez does not know the meaning of discrimination Fr. Rodriguez never felt any sort of discrimination--as a priest he was always welcomed wherever he went. The Diocese did not want Fr. Rodriguez to leave when he wanted to return to Spain. El Padre Rodríguez nunca se sintió ningún sentido de discriminación-como sacerdote él siempre ha sentido bienvenido en cualquier lugar. La Diócesis no quería que se fuera a España cuando El Padre quiso regresar a su país natal. 30:15 - The beginning was difficult but got better Many people who came and got their education now own houses and businesses. They have progressed greatly. Mucha gente quien llegó a la ciudad obtuvo su educación y ahora son dueños de sus propias casas y negocios. Se ha logrado mucho. 31:55 - What was difficult in the beginning? In the beginning, it was difficult for migrants to find work, housing and proper education. Financing for housing was difficult as well-- many migrants needed to work multiple jobs. Al principio, era difícil para los migrantes encontrar trabajo, vivienda y educación adecuada. Al pagar los gastos de vivienda era también bien difícil--muchos migrantes necesitaban puestos múltiples para cubrir sus gastos. 33:22 - Radio programs are instruments of communication for Hispanics Spanish Radio Program was also instrumental in keeping the community informed about events. Juan Texidor was very important in the Spanish speaking Radio programs. El programa de radio en español era fundamental en el mantenimiento a la comunidad informada sobre los eventos culturales. Juan Texidor era muy importante en la formación del programa de radio en español. 35:37 - The origins of the Olivencia Center Pucho Olivencia went to see Fr. Rodriguez because he felt that the Hispanic community needed a cultural center. He had a piece of land on Chicago and Swan streets. He told Father to go to the bishop to ask for help building the cultural center. Bishop McNaulty listened to Pucho Olivencia and Fr. Rodriguez and gave them $7,000 from the Diocese and $7,000 from his own personal funding to help start the Olivencia center. (1968?) Pucho Olivencia fue a ver al Padre Rodríguez porque se sentía que la comunidad hispana necesitaba un centro cultural. Ya poseía una propiedad en la esquina de las Calles Chicago y Swan. El Padre le dijo que tuvo que pedirle la ayuda del Obispo McNaulty para construir el centro cultural. El Obispo McNaulty escuchó a Pucho Olivencia y le dio $7,000 de la Diócesis y $7,000 más de sus propios fondos para ayudar a empezar el Centro Pucho Olivencia. (1968?) 37:55 - The Buffalo youth donates a building on Virginia Street to Father Rodriguez The Alianza youth gave Fr. Rodriguez a building on Virginia Street for another community center. A bishop from Puerto Rico came to bless the building on Virginia Street. It is currently occupied by Hispanics United of Buffalo. El grupo juvenil, La Alianza, le dio al Padre Rodríguez un edificio ubicado en la calle Virginia para abrir un nuevo centro comunidad específicamente para los hispanos. Un obispo de Puerto Rico le dio una bendición al edificio en la Calle Virginia. Hoy en día, este edificio es el hogar de los Hispanos Unidos de Búfalo. 43:08 - North Collins Fr. Rodriguez gave mass to the migrant workers in North Collins during the summer. The Diocese was particularly interested in the Hispanic community in North Collins. El Padre Rodríguez les dio la misa a los migrantes en North Collins durante el verano. La Diócesis era particularmente interesada en la comunidad hispana en North Collins. 45:35 - Father Rodriguez discusses contract labor Fr. Rodriguez explains how contract employers went to Puerto Rico to recruit new workers. Employers would pay for a worker's expenses to travel to Western New York. El Padre Rodríguez explica cómo los empleadores de contratos fueron a Puerto Rico para buscar a nuevos trabajadores. Los empleadores pagaría los vuelos y los gastos de lo empleos entre Puerto Rico y Búfalo. 48:09 - Everyone was a leader on the West Side of Buffalo All Hispanics took a leadership role on the West Side of Buffalo. Todos los hispanos eran líderes al West Side de Búfalo. 49:26 - The Spanish community is important to the future of America The Spanish community is important to every aspect of American life. Fr. Rodriguez believes that President Obama won the presidential seat in part because of the Hispanic vote. La comunidad hispana es importante a la vida cotidiana. El padre Rodríguez cree que el Presidente Obama ganó el puesto presidencial en parte del voto hispano. 50:07 - Father Rodriguez does not get involved with politics Fr. Rodriguez did not like to get involved with politics. He only stuck to religious teaching. He encouraged Hispanics to vote but never felt compelled to mix religious beliefs with politics. El Padre Rodríguez no quería involucrarse en los políticos. Se dedicó a la enseñanza de la religión. Les alentaba a los hispanos a votar pero nunca se sentía que se mezclaran sus creencias religiosas con los políticos. 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 Father Antonio Rodriguez Description An account of the resource This interview took place on July 31, 2012 at the West Seneca Library in West Seneca, NY. The interview was conducted by Stephanie Bucalo and accompanied by Casimiro Rodriguez. Father Antonio Rodriguez is a Spanish-born priest who was assigned to the Buffalo Diocese as a way of reaching out to the newly arrived Spanish-speaking migrant workers, many of which were residing in rural areas north and south of the City of Buffalo. Father Rodriguez created a network of programs to assist migrant workers learn about government benefits, employment opportunities, community gatherings and an overall support network. Father Rodriguez gave Spanish language masses at many of the farms where the migrant workers lived and made sure to give them an opportunity to stay connected with the Catholic Church. During the early years of his time in Western New York, Father Rodriguez was instrumental in organizing various support networks such as the Cursillo movement (a three-day pilgrimage to a selected place for parishioners to get closer to the Catholic faith), La Tilma (a Spanish language bulletin that informed Spanish speakers of community events and news), and was an advocate for those in need. Many people who have been interviewed identify Father Rodriguez as one of the most influential people of their lives. They all speak very highly of Father Rodriguez's commitment to the Hispanic community and willingness to stand up for what is right. Esta entrevista tomó lugar el 31 de julio, 2012 a la sucursal West Seneca de la Biblioteca Pública en West Seneca, NY. La entrevista fue dirigida por Stephanie Bucalo y acompañado por Casimiro Rodríguez. El Padre Antonio Rodríguez nació en España y fue asignado a la Diócesis de Búfalo como forma de alcanzar a la nueva población hispana de migrantes, tantos de ellos vivían en las partes rurales al norte de la ciudad de Búfalo. El Padre Rodríguez implementó una red de programas para ayudar a los migrantes para que aprendieran sobre los beneficios gubernamentales, las oportunidades para empleo, los eventos en la comunidad y sobre todo una red de apoyo. El Padre Rodríguez dio las misas en español en las granjas en donde los migrantes vivían y les dio la oportunidad de mantener la fe con la iglesia católica. Durante los primeros años en su tiempo en la región, El Padre Rodríguez fue fundamental en la organización de varias redes de apoyo como, por ejemplo, el movimiento de los cursillos (una peregrinación de tres días a un lugar elegido para los peregrinos que se quieran acercar a la fe católica.), La Tilma (un periódico en español que informó las noticias al público, la cultura, la fe y otras novedades del mundo hispanohablante mundial.), y fue abogado a los que necesitaba la ayuda. A mucha gente con quien hemos hablado durante las entrevistas, nos han dicho que el Padre Rodríguez era uno de los personajes más influenciales de sus vidas. Todo el mundo habla con el más respecto sobre el fuerte compromiso que tenía él al respecto de la comunidad y su voluntad de aguantar lo derecho. Date A point or period of time associated with an event in the lifecycle of the resource 2012-07-31 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 Creator An entity primarily responsible for making the resource Father Antonio Rodríguez (Interviewee) Stephanie Bucalo (Interviewer) 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 Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Community Involvement Religion https://omeka.buffalolib.org/files/original/800a8040103db6cc850f285757a1ef4e.jpg 0a08506813067aba369fe6fbac3cab11 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 First Flight from Buffalo to Puerto Rico Description An account of the resource First Flight from Buffalo to Puerto Rico, at Buffalo International Airport. Pictured: Luis Hidalgo, Antonio Castillo, and other members of Buffalo’s Puerto Rican Community. 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. Migration https://omeka.buffalolib.org/files/original/f8d2f495d55153daa1eb192ba7221214.jpg 5d947d408c8abe15b2f6b9298c0a04d3 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 German P. Padilla Description An account of the resource German P. Padilla, Amateur boxer in Buffalo, NY. Photo taken upon his arrival in WNY 1958. 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 1958 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. Boxing Lackawanna Sports https://omeka.buffalolib.org/files/original/dede06a318a25b06523cf7afa22cdd55.jpg cbf5f1dce22b8976f16b83cfee6196ad https://omeka.buffalolib.org/files/original/9743564ff7734f4a1edd4244c02e8eaf.jpg a22f726b35755a79dfd924d63eba4c0f https://omeka.buffalolib.org/files/original/acca8c1beabd926fe6e3c25e57e739b9.jpg 2f5120b272d1f133949c76a276acee95 https://omeka.buffalolib.org/files/original/040b1ec536051df462df785b0b0275c9.jpg 6a52b2b7472f1057b41b8b2eb3485c95 https://omeka.buffalolib.org/files/original/97587991999c4fca43a61f3402a38498.jpg 1d58bfb990dc84404269d1b726e9ad49 https://omeka.buffalolib.org/files/original/c88fd78bf36406ab8236223a85491dab.jpg f4956ab54707c61073b4b9d4fbbf3cd3 https://omeka.buffalolib.org/files/original/52e4639d6655d260d58a01d4f482ca4a.jpg 6cdbbcae2b7ba25e71c0ca23b26207d9 https://omeka.buffalolib.org/files/original/1863799fe59d05862a046aa81d88ed91.jpg c590828fc7487035c59957e8cfa2197b https://omeka.buffalolib.org/files/original/0f4c38d2a5672877f1bb478afd2c5fb0.jpg 2e3e8b06e5b3ec5687ebcf10f3e77079 https://omeka.buffalolib.org/files/original/ed31817a68dad3ce52df68b77d6d9c30.jpg 4e55764797bd75677f9997001e8084c3 https://omeka.buffalolib.org/files/original/debc2da3557fadc86aed3c27cb83f06e.jpg 2cd29b10e7fb8367a12c1c3879403ce4 https://omeka.buffalolib.org/files/original/2df86dd18b1582bb1335410096973683.jpg 0e55535358dc02c40747899e32e27901 https://omeka.buffalolib.org/files/original/7b81a9e69c1055df2c78578cf2c429b1.jpg 8ca02696dea72d8d88f317baf6c34893 https://omeka.buffalolib.org/files/original/9e0953a1825146d2f0f0e5119dda4d3c.jpg 53aeae5d26f6d30a2ea1876910dcaeca https://omeka.buffalolib.org/files/original/700735083376b1faf99e4fbdaba660d6.jpg e36456d8a5404efb59f3688f5ca7556b https://omeka.buffalolib.org/files/original/9fcdb48efde52c42e5871f10a214b279.jpg 590ae9548e644fad196e1d4ac2a70243 https://omeka.buffalolib.org/files/original/cc4a862347f16d9dfe77e685f83956d1.jpg 8931eb9f2e44ce0daca9346593479f6f https://omeka.buffalolib.org/files/original/93fb076236deddf3eaa4482eae074034.jpg 19f6c2aaca49385d7b65a0984bc4f435 https://omeka.buffalolib.org/files/original/5a0a6ad157ff97109cf0d7a228668cfb.jpg 391f9272207e2315b2b574c59b22b8a8 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 Herman Badillo Community School : Photo Album Description An account of the resource Herman Badillo Community School was the location of the first bilingual education program in Western New York and began in 1971. It was named after the first Puerto Rican to be elected as New York City Borough President of the Bronx and as a United States Representative. He was also the first Puerto Rican to run for Mayor in a major U.S. city. Herman Badillo Community School provided bilingual services to students who wished to maintain the Spanish but also learn fluent English. It also provided a location for non-Spanish speaking Hispanics to learn the Spanish Language. To this day, it remains a community school and is now one of two bilingual programs in the City of Buffalo. 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 1971 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. Bilingual Education Building Community Involvement Education Leadership Photo album https://omeka.buffalolib.org/files/original/7457898705715af207acf2ac5eac5aa8.JPG 6acad11fb89a94f27b20608c10a7a2f5 https://omeka.buffalolib.org/files/original/ce8d01fa58c6cba37fcd2c4d81948646.JPG a1f7c2b285184ba48a1947846f0d8916 https://omeka.buffalolib.org/files/original/02a692c91f650c362db213ec350226cf.JPG d36752e613bc952e6f4b35e667d6eff6 https://omeka.buffalolib.org/files/original/6b25533015d34a98519f2e6ebd28d45a.JPG ffb768fbef0b075e35adab27e5adcd6d https://omeka.buffalolib.org/files/original/b4cce4b1585888f3e76eb3e62415db0b.JPG 80c63294d27a569ff3328f8143273dc8 https://omeka.buffalolib.org/files/original/1eb6b00a62f42521dbc78bfd61d7726c.JPG 68337245dbd517d7836762dba1aacdab https://omeka.buffalolib.org/files/original/58c1810ff50fe73ea4b4ab8928b99d5f.JPG e0f3bb7795d1f065d1e5149e2fb920f6 https://omeka.buffalolib.org/files/original/d3ff397a9ceb207ea933b4a84c355f3f.JPG fced790f211529ef991d068af2f66b31 https://omeka.buffalolib.org/files/original/de9a89354050e19066bd3ef92a90edc4.JPG 7a6d346a4eb93073f26446f0c3a33e5c https://omeka.buffalolib.org/files/original/9589e0b672180d22a9b563afb878b5cb.JPG 322a4c9132894fb3e965a040ba6266a2 https://omeka.buffalolib.org/files/original/e05ee994f86119100f8aa9cf3e35ade1.jpg 596869c18d718b0788f6b584712e581c https://omeka.buffalolib.org/files/original/fabfecc4e6d98f699e157ad77d657c5e.jpg 4c063004747bbf9a5f4eaf7914a87c3d https://omeka.buffalolib.org/files/original/91d7f1bb7a4869711795bd95989f0476.JPG bcaa3a2e23bcb8c4d85f0083dfaefe89 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 Hispanic American Veterans Memorial Monument : Photo Album Description An account of the resource The Western New York Hispanic American Veterans Memorial, Inc constructed one of three other statues in the entire United States solely dedicated to Hispanic American veterans. The committee chose to construct it at the Buffalo Naval and Military Park in Buffalo, NY alongside memorials representing other ethnic communities. The statue was constructed in and finished in 2013 and is the only statue to have both a male and female soldier. 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 2011 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. Community Involvement Military Photo album Veterans Memorial https://omeka.buffalolib.org/files/original/71d0a54bfb7d9c2f806fa6e800e88184.jpg 53056f268ed83150672f9cf3ce6f7eec https://omeka.buffalolib.org/files/original/4bf8055725ee62be9481dc746da4dcc2.jpg 7710f2958b051caeeb2900b24738d4d6 https://omeka.buffalolib.org/files/original/a06e6bd78506faa77c8139ca564dd8d9.jpg da84c0955fcbf980461915c7a981097d https://omeka.buffalolib.org/files/original/982e4a11681fa798cf96fc213b0480c1.jpg 3955078667402b1235db39ce365f167b https://omeka.buffalolib.org/files/original/0ab64e2c887e4b7e75771e8b87bc12de.jpg f39f0f299e874cb2a032e3c104e0a024 https://omeka.buffalolib.org/files/original/6ad5be62dd164bcbc2608c83136d424c.jpg ed33b39b321f6da454714c2ca67abb3c https://omeka.buffalolib.org/files/original/490459d0a30d1205319cebbf78caa668.jpg 860efb44b4eed7b94a38944d83df6596 https://omeka.buffalolib.org/files/original/f96fc1ce0d85f225e5bd25c9cb72953b.jpg 597aa8f9eae90341e49fc4c0f7809284 https://omeka.buffalolib.org/files/original/00b89dc252c9fd28e66c48a0596cd8ac.jpg dab1773e7e325fef531ec2e664f43b51 https://omeka.buffalolib.org/files/original/e15bf60d87b2cfae8fbd390f62eea858.jpg ddf29c71afa9fc383e0d2380ee7e1d85 https://omeka.buffalolib.org/files/original/ce18d14a8044eed9c2172e5cf3f0ff57.jpg ec0c28e8f0623b77c69eba3b86622348 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 Hispanic Conference Annual Gala Awards Banquet : Photo Album Description An account of the resource The Hispanic Conference was an event organized by New York State Puerto Rican Hispanic Conference Inc. in 1995. The sole purpose of the conference was to develop a legislative agenda (social, political, and economic issue affecting Latinos) on behalf of the New York State Hispanic Community. The theme of conference "We Are Uno." 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 1995 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. Community Involvement Photo album https://omeka.buffalolib.org/files/original/9f96bc999b64ad79e77fc5b652f893a5.mp3 0b1aa385a4ca5fec39f3317c90ed438c https://omeka.buffalolib.org/files/original/2ff4f7a141f6cc0bb8f70f42147c1c62.pdf 833b74766193d3df7e1baf734ebc3aa4 PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Carlos Benitez and José Rivera Interview Location: Hispanic Voices Interview Date: 2/18/12 Interview Conducted by: Gilbert Hernandez Length: 31:12 Executive Summary: This is an episode of Hispanic Voices hosted by Gilbert Hernandez. Hispanic Veterans Memorial Committee members Carlos Benitez and José Rivera discuss the history, plans and progress of the Hispanic Veterans Memorial, the history of the Gabriel A. Rodriguez Post 1928 and the history of Hispanic involvement in the Armed Forces. The Hispanic Veterans Memorial Committee decided to construct a monument to commemorate the contributions Hispanics have made to the United States of America. Many Hispanics voluntarily enlisted in the Armed Forces and some were drafted when the such practices were in effect. Those who have served feel a great sense of pride in their participation to fight for the protection of their rights as American citizens. Currently there are only five monuments nationwide--including this one--that has been specifically dedicated to Hispanics, this is, however, the only one that includes a female representation. The Committee felt it was crucial to include a female representation because so many Hispanic women have served and fought alongside their male companions. The monument is incredibly intricate largely in part because the Committee wanted to include a tribute to Gabriel A. Rodriguez and the American Legion Post named after him, 65th Regiment--the Boriqueneers, the women in service, all fallen soldiers, all branches of the Armed Forces, the nations from which Hispanic Soldiers originated, and all those who have served and are serving the United States. Carlos and José also discuss their decision to name an American Legion Post after Gabriel A. Rodriguez in honor of his passing. Gabriel A. Rodriguez took his own life as a result of untreated PTSD after serving in the Vietnam War. He was a revered member of the community and the community felt it was appropriate to name the Post after him. Resumen Ejecutivo: �Este es un capítulo del programa “Hispanic Voices” dirigido por Gilbert Hernandez. Los miembros del Comité del Monumento para los Veteranos Hispanos Carlos Benítez y José Rivera explican la historia, los planes y el progreso de la construcción del Monumento para los Veteranos Hispanos, la historia del Poste 1928 de Gabriel A. Rodríguez y la historia de la participación de los hispanos en las Fuerzas Armadas. El Comité de los Veteranos Hispanos decidió a construir un monumento para conmemorar las contribuciones que los hispanos han hecho para los Estados Unidos de América. Muchos hispanos se han alistado voluntariamente a las Fuerzas Armadas, y algunos fueron redactados durante la época de esta práctica. Los que han servido se sienten un sentido profundo de orgullo de su participación en la lucha y la protección de sus derechos como ciudadanos estadounidenses. Corrientemente hay solamente cinco monumentos--incluyendo esto--que son dedicados específicamente a la memoria de los soldados hispanos, y este, sin embargo, es el único que incluye la representación femenina. El Comité se sentía que era crucial tener la representación de una mujer porque hay tantas mujeres que luchan al lado de sus compañeros. El monumento es increíblemente complejo porque el Comité quiso incluir un tributo a Gabriel A. Rodríguez y el Poste que fue nombrado después de él, al Regimiento 65--los Boriqueneers, a las mujeres en servicio, a todos los que han fallecido, a todas las ramas de las Fuerzas Armadas, a las naciones de donde originaron a los soldados hispanos, a todos que han servido y están sirviendo los Estados Unidos. Carlos y José también explican su decisión de nombrar el Poste 1928 después de Gabriel A. Rodríguez en honra de su fallecimiento. Gabriel A. Rodríguez tomó su propia vida por la culpa del Trastorno por Estrés Postraumático sin tratamiento después de servir en la Guerra de Vietnam. La comunidad lo reverenció muchísimo y por eso sintió que era apropiado a nombrar el Poste después de él. Story Clips 2:20 - Carlos Benitez describes why they want to construct a monument Carlos Benitez describes why they wanted to construct the monument.They realized that Hispanics are often left out when commemorating veterans. Carlos Benítez describe porque quería construir el monumento. Se dieron cuenta que normalmente se olvidaron a los hispanos cuando conmemoran a los veteranos. �3:36 - Jose Rivera started the Gabriel A. Rodriguez Post in 1984 Jose Rivera started the Gabriel A. Rodriguez Post in 1984. Gabriel A. Rodriguez suffered from untreated Posttraumatic Stress Disorder and took his life after serving in Vietnam. The Post was named after him in honor of his life, service and commitment to his friends and family. José Rivera empezó el Gabriel A. Rodríguez Post en el año 1984. Se nombró el Poste después del soldado Gabriel A. Rodríguez quien sufrió del Trastorno por Estrés Postraumático sin tratamiento y se murió después de servir en Vietnam. Se nombró el post en honra de su vida, servicio y compromiso a sus amigos y familia. 3:52 - The Post did wonderful things for the community The Gabriel A. Rodriguez Post did so much more for the community other than just offer a space for veterans. They also hosted the Boy Scouts and other events to support the Hispanic community. El Poste Gabriel A. Rodríguez Post hizo tanto más que ofrecer un espacio para los veteranos hispanos. También dio lugar para los Boy Scouts y para los eventos de la comunidad. 4:06 - Ventura Colon was very instrumental in making the monument happen Ventura Colon was very instrumental in securing the funding and community support to build the monument. He used his community connections to raise money and find businesses in the community to help build the monument. Ventura Colón era instrumental en la construcción del monumento. Él ayudó a encontrar fondos y apoyo de la comunidad para construirlo. 4:45 - Why not build a Hispanic Veterans Memorial? They asked themselves, "Why not build a Hispanic Veteran's Memorial?" Ellos se preguntaron, "Por qué no construye un monumento para los veteranos hispanos?" 6:15 - We don't check our culture at the door �Hispanics in Western New York are proud of their culture and feel it is important to hold onto it. They do not feel the need to leave it behind even if they are acculturated into American society. Los hispanos en Nueva York del Oeste son orgullosos de su cultura y historia no creen que deban dejarlas atrás aunque ya están acostumbrándose a la sociedad estadounidense. 7:29 - We lose history ourselves Hispanics at times forget their history and need to be reminded of it. Maintaining language and culture are useful ways to remember their history. Los hispanos a veces olvidan su historia y necesitan recordarla. Se recuerda de la historia por el mantenimiento de la lengua y la cultura. Pueden recordar quienes son. 7:46 - This monument will be a symbol of the contributions The monument is a symbol of the contributions that the Hispanic community have made to the country and for the betterment of the lives of American citizens. El monumento es un símbolo de las contribuciones que los hispanos han hecho para los Estados Unidos y por el mejoramiento de las vidas estadounidenses. 8:54 - We have made significant contributions Hispanics have made significant contributions to society, especially to the economy in Western New York. Los hispanos han hecho contribuciones significativas a la sociedad-especialmente a la economía en Nueva York del Oeste. 9:20 - We are not doing just the grunt work The committee worked very hard to raise money and build the monument. Everyone helped to make it possible and is proud of their accomplishments. El comité trabajó mucho para encontrar fondos y construir el monumento. Todo el mundo ayudó y todo el mundo está orgulloso de su éxito. �9:52 - Hispanic Americans bring their talents with them Hispanic Americans come to the United States with their talents from their respective countries of origin. They bring their culture and history and never want to leave it behind. Los americanos hispanos vienen a los Estados Unidos con sus talentos de sus países respectivos. Traen su cultura y historia con ellos y no las quieren dejar atrás. 10:53 - There are only 5 monuments dedicated to Hispanic Veterans in the US There are only 5 monuments in the United States have been dedicated to Hispanic Veterans. Hay solamente 5 monumentos dedicados a los veteranos hispanos en los Estados Unidos. 11:48 - Description of the memorial design It was very challenging for the committee to come up with one design for the monument. They wanted to include all of the important and most notable contributions that Hispanic soldiers have made to their country. Era muy difícil para el comité a decidir en un diseño para el monumento. Ellos quería incluir todo lo que hacían los soldados hispanos para su país. 13:26 - Origins of the 65th Infantry The 65th Infantry Regiment was established in 1899 after the United States assumed a military presence in Puerto Rico. The 65th Infantry Regiment served in World War I, World War II and the Korean War. They then transitioned into a National Guard Unit. Se estableció la infantería del 65 en el año 1899 después de la Guerra Española-Estadounidense cuando los EEUU asumió control sobre la isla. La Infantería del 65 sirvió en la Primera Guerra Mundial, la Segunda Guerra Mundial y la Guerra Coreana. Después se trasladó a un unido de la Guardia Nacional. 14:10 - The 65th Infantry did not start as a Hispanic only unit �The 65th Infantry was not originally intended to be a Spanish speaking regiment but eventually turned into a segregated regiment. Many Spanish speaking soldiers were drafted into the U.S. Army-some were not even American citizens. Many could not follow orders in English so they were placed in a Spanish-only regiment. La infantería del 65 no era originalmente sólo hispanohablante. Al inicio era un regimiento integrado pero muchos hispanos fueron alistados en el ejército estadounidense--unos de ellos ya no eran ciudadanos del país. Muchos de los soldados hispanohablantes no podían seguir los órdenes de sus sargentos en inglés entonces fueron mandados al regimiento del 65 donde todo el mundo hablaba el español. 15:56 - Buffalo connection to the 65th Infantry--Pucho Olivencia served Many Hispanics from Buffalo were a part of the 65th Infantry. Pucho Olivencia--one of the most historic figures in the Hispanic community-also served with the 65th Infantry. Muchos hispanos de Búfalo eran parte de la infantería del 65-Incluyendo Pucho Olivencia quien es una de las figuras más históricas de la comunidad hispana--sirvió en la infantería del 65. 16:26 - First two shots of WWI at el Morro in Puerto Rico The first two shots of WWI were fired at el Morro in Puerto Rico. The Borinqueneers were the first American soldiers to fight in the war. Se tiraron los primeros tiros de fuego de la Primera Guerra Mundial al Morro en Puerto Rico. Los Borinqueneers eran los primeros soldados americanos a luchar en la guerra. 17:26 - The 65th Infantry was the first to command in WWI The 65th Infantry was the first to go into combat during WWI after a military unit was attacked off the coast of Puerto Rico. La infantería 65 era la primera a luchar durante la primera Guerra Mundial después de un ataque cerca de la costa de Puerto Rico. 18:24 - Breaking ground on 11/11/11 �The groundbreaking ceremony was incredibly emotional for all of the people who were involved in the planning. La ceremonia de romper el suelo era increíblemente emocional para los que ayudaron a planificar la construcción del monumento. 19:46 - The budget isn't complete It took the committee longer than they anticipated to raise the money to build the Veteran's Memorial. Tomó más tiempo que esperaba el comité de planificación del monumento dedicados a los veteranos. 20:48 - Engraved pavers The committee decided to add pavers to the monument to raise more money for the monument and to also give community members the opportunity to leave messages of love and support to those who have served. El comité decidió de agregar los adoquines al monumento para recaudar dinero para la construcción del monumento y tambíen darle la oportunidad a la comunidad a dejar unos mensajes de amor y apoyo a los que han servido en el ejército. 22:43 - The monument is patrimony of our city The monument is a patrimony to the City of Buffalo because it didn't just represent the Hispanic community but others who fought to serve the United States. El monumento es un patrimonio a la Ciudad de Búfalo porque representa más que solo un tributo a los hispanos pero también a todos los que han servido los Estados Unidos tras los años. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Buffalo, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 30:00 Time Summary A summary of an interview given for different time stamps throughout the interview 2:20 - Carlos Benitez describes why they want to construct a monument Carlos Benitez describes why they wanted to construct the monument.They realized that Hispanics are often left out when commemorating veterans. Carlos Benítez describe porque quería construir el monumento. Se dieron cuenta que normalmente se olvidaron a los hispanos cuando conmemoran a los veteranos. 3:36 - Jose Rivera started the Gabriel A. Rodriguez Post in 1984 Jose Rivera started the Gabriel A. Rodriguez Post in 1984. Gabriel A. Rodriguez suffered from untreated Posttraumatic Stress Disorder and took his life after serving in Vietnam. The Post was named after him in honor of his life, service and commitment to his friends and family. José Rivera empezó el Gabriel A. Rodríguez Post en el año 1984. Se nombró el Poste después del soldado Gabriel A. Rodríguez quien sufrió del Trastorno por Estrés Postraumático sin tratamiento y se murió después de servir en Vietnam. Se nombró el post en honra de su vida, servicio y compromiso a sus amigos y familia. 3:52 - The Post did wonderful things for the community The Gabriel A. Rodriguez Post did so much more for the community other than just offer a space for veterans. They also hosted the Boy Scouts and other events to support the Hispanic community. El Poste Gabriel A. Rodríguez Post hizo tanto más que ofrecer un espacio para los veteranos hispanos. También dio lugar para los Boy Scouts y para los eventos de la comunidad. 4:06 - Ventura Colon was very instrumental in making the monument happen Ventura Colon was very instrumental in securing the funding and community support to build the monument. He used his community connections to raise money and find businesses in the community to help build the monument. Ventura Colón era instrumental en la construcción del monumento. Él ayudó a encontrar fondos y apoyo de la comunidad para construirlo. 4:45 - Why not build a Hispanic Veterans Memorial? They asked themselves, "Why not build a Hispanic Veteran's Memorial?" Ellos se preguntaron, "Por qué no construye un monumento para los veteranos hispanos?" 6:15 - We don't check our culture at the door Hispanics in Western New York are proud of their culture and feel it is important to hold onto it. They do not feel the need to leave it behind even if they are acculturated into American society. Los hispanos en Nueva York del Oeste son orgullosos de su cultura y historia no creen que deban dejarlas atrás aunque ya están acostumbrándose a la sociedad estadounidense. 7:29 - We lose history ourselves Hispanics at times forget their history and need to be reminded of it. Maintaining language and culture are useful ways to remember their history. Los hispanos a veces olvidan su historia y necesitan recordarla. Se recuerda de la historia por el mantenimiento de la lengua y la cultura. Pueden recordar quienes son. 7:46 - This monument will be a symbol of the contributions The monument is a symbol of the contributions that the Hispanic community have made to the country and for the betterment of the lives of American citizens. El monumento es un símbolo de las contribuciones que los hispanos han hecho para los Estados Unidos y por el mejoramiento de las vidas estadounidenses. 8:54 - We have made significant contributions Hispanics have made significant contributions to society, especially to the economy in Western New York. Los hispanos han hecho contribuciones significativas a la sociedad--especialmente a la economía en Nueva York del Oeste. 9:20 - We are not doing just the grunt work The committee worked very hard to raise money and build the monument. Everyone helped to make it possible and is proud of their accomplishments. El comité trabajó mucho para encontrar fondos y construir el monumento. Todo el mundo ayudó y todo el mundo está orgulloso de su éxito. 9:52 - Hispanic Americans bring their talents with them Hispanic Americans come to the United States with their talents from their respective countries of origin. They bring their culture and history and never want to leave it behind. Los americanos hispanos vienen a los Estados Unidos con sus talentos de sus países respectivos. Traen su cultura y historia con ellos y no las quieren dejar atrás. 10:53 - There are only 5 monuments dedicated to Hispanic Veterans in the US There are only 5 monuments in the United States have been dedicated to Hispanic Veterans. Hay solamente 5 monumentos dedicados a los veteranos hispanos en los Estados Unidos. 11:48 - Description of the memorial design It was very challenging for the committee to come up with one design for the monument. They wanted to include all of the important and most notable contributions that Hispanic soldiers have made to their country. Era muy difícil para el comité a decidir en un diseño para el monumento. Ellos quería incluir todo lo que hacían los soldados hispanos para su país. 13:26 - Origins of the 65th Infantry The 65th Infantry Regiment was established in 1899 after the United States assumed a military presence in Puerto Rico. The 65th Infantry Regiment served in World War I, World War II and the Korean War. They then transitioned into a National Guard Unit. Se estableció la infantería del 65 en el año 1899 después de la Guerra Española-Estadounidense cuando los EEUU asumió control sobre la isla. La Infantería del 65 sirvió en la Primera Guerra Mundial, la Segunda Guerra Mundial y la Guerra Coreana. Después se trasladó a un unido de la Guardia Nacional. 14:10 - The 65th Infantry did not start as a Hispanic only unit The 65th Infantry was not originally intended to be a Spanish speaking regiment but eventually turned into a segregated regiment. Many Spanish speaking soldiers were drafted into the U.S. Army--some were not even American citizens. Many could not follow orders in English so they were placed in a Spanish-only regiment. La infantería del 65 no era originalmente sólo hispanohablante. Al inicio era un regimiento integrado pero muchos hispanos fueron alistados en el ejército estadounidense--unos de ellos ya no eran ciudadanos del país. Muchos de los soldados hispanohablantes no podían seguir los órdenes de sus sargentos en inglés entonces fueron mandados al regimiento del 65 donde todo el mundo hablaba el español. 15:56 - Buffalo connection to the 65th Infantry--Pucho Olivencia served Many Hispanics from Buffalo were a part of the 65th Infantry. Pucho Olivencia--one of the most historic figures in the Hispanic community--also served with the 65th Infantry. Muchos hispanos de Búfalo eran parte de la infantería del 65--Incluyendo Pucho Olivencia quien es una de las figuras más históricas de la comunidad hispana--sirvió en la infantería del 65. 16:26 - First two shots of WWI at el Morro in Puerto Rico The first two shots of WWI were fired at el Morro in Puerto Rico. The Borinqueneers were the first American soldiers to fight in the war. Se tiraron los primeros tiros de fuego de la Primera Guerra Mundial al Morro en Puerto Rico. Los Borinqueneers eran los primeros soldados americanos a luchar en la guerra. 17:26 - The 65th Infantry was the first to command in WWI The 65th Infantry was the first to go into combat during WWI after a military unit was attacked off the coast of Puerto Rico. La infantería 65 era la primera a luchar durante la primera Guerra Mundial después de un ataque cerca de la costa de Puerto Rico. 18:24 - Breaking ground on 11/11/11 The groundbreaking ceremony was incredibly emotional for all of the people who were involved in the planning. La ceremonia de romper el suelo era increíblemente emocional para los que ayudaron a planificar la construcción del monumento. 19:46 - The budget isn't complete It took the committee longer than they anticipated to raise the money to build the Veteran's Memorial. Tomó más tiempo que esperaba el comité de planificación del monumento dedicados a los veteranos. 20:48 - Engraved pavers The committee decided to add pavers to the monument to raise more money for the monument and to also give community members the opportunity to leave messages of love and support to those who have served. El comité decidió de agregar los adoquines al monumento para recaudar dinero para la construcción del monumento y tambíen darle la oportunidad a la comunidad a dejar unos mensajes de amor y apoyo a los que han servido en el ejército. 22:43 - The monument is patrimony of our city The monument is a patrimony to the City of Buffalo because it didn't just represent the Hispanic community but others who fought to serve the United States. El monumento es un patrimonio a la Ciudad de Búfalo porque representa más que solo un tributo a los hispanos pero también a todos los que han servido los Estados Unidos tras los años. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource José Rivera (Interviewee) Carlos Benitez (Interviewee) Hispanic Voices, hosted by Gilberto Hernandez (Interviewer) Title A name given to the resource Hispanic Voices Veterans Complete Episode Description An account of the resource This is an episode of Hispanic Voices hosted by Gilbert Hernandez. Hispanic Veterans Memorial Committee members Carlos Benitez and José Rivera discuss the history, plans and progress of the Hispanic Veterans Memorial, the history of the Gabriel A. Rodriguez Post 1928 and the history of Hispanic involvement in the Armed Forces. The Hispanic Veterans Memorial Committee decided to construct a monument to commemorate the contributions Hispanics have made to the United States of America. Many Hispanics voluntarily enlisted in the Armed Forces and some were drafted when the such practices were in effect. Those who have served feel a great sense of pride in their participation to fight for the protection of their rights as American citizens. Currently there are only five monuments nationwide--including this one--that has been specifically dedicated to Hispanics, this is, however, the only one that includes a female representation. The Committee felt it was crucial to include a female representation because so many Hispanic women have served and fought alongside their male companions. The monument is incredibly intricate largely in part because the Committee wanted to include a tribute to Gabriel A. Rodriguez and the American Legion Post named after him, 65th Regiment--the Boriqueneers, the women in service, all fallen soldiers, all branches of the Armed Forces, the nations from which Hispanic Soldiers originated, and all those who have served and are serving the United States. Carlos and José also discuss their decision to name an American Legion Post after Gabriel A. Rodriguez in honor of his passing. Gabriel A. Rodriguez took his own life as a result of untreated PTSD after serving in the Vietnam War. He was a revered member of the community and the community felt it was appropriate to name the Post after him. Este es un capítulo del programa “Hispanic Voices” dirigido por Gilbert Hernandez. Los miembros del Comité del Monumento para los Veteranos Hispanos Carlos Benítez y José Rivera explican la historia, los planes y el progreso de la construcción del Monumento para los Veteranos Hispanos, la historia del Poste 1928 de Gabriel A. Rodríguez y la historia de la participación de los hispanos en las Fuerzas Armadas. El Comité de los Veteranos Hispanos decidió a construir un monumento para conmemorar las contribuciones que los hispanos han hecho para los Estados Unidos de América. Muchos hispanos se han alistado voluntariamente a las Fuerzas Armadas, y algunos fueron redactados durante la época de esta práctica. Los que han servido se sienten un sentido profundo de orgullo de su participación en la lucha y la protección de sus derechos como ciudadanos estadounidenses. Corrientemente hay solamente cinco monumentos--incluyendo esto--que son dedicados específicamente a la memoria de los soldados hispanos, y este, sin embargo, es el único que incluye la representación femenina. El Comité se sentía que era crucial tener la representación de una mujer porque hay tantas mujeres que luchan al lado de sus compañeros. El monumento es increíblemente complejo porque el Comité quiso incluir un tributo a Gabriel A. Rodríguez y el Poste que fue nombrado después de él, al Regimiento 65--los Boriqueneers, a las mujeres en servicio, a todos los que han fallecido, a todas las ramas de las Fuerzas Armadas, a las naciones de donde originaron a los soldados hispanos, a todos que han servido y están sirviendo los Estados Unidos. Carlos y José también explican su decisión de nombrar el Poste 1928 después de Gabriel A. Rodríguez en honra de su fallecimiento. Gabriel A. Rodríguez tomó su propia vida por la culpa del Trastorno por Estrés Postraumático sin tratamiento después de servir en la Guerra de Vietnam. La comunidad lo reverenció muchísimo y por eso sintió que era apropiado a nombrar el Poste después de él. Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Date A point or period of time associated with an event in the lifecycle of the resource 2012-02-18 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Relation A related resource Buffalo & Erie County Public Library Digital Collections Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource English Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Military https://omeka.buffalolib.org/files/original/3388556151343627b83faaa98d6d4e63.jpg 2325b52b64d921fef7b15e1c70eb5b47 https://omeka.buffalolib.org/files/original/285497e956d450e8fa402a8d126b33a8.jpg 9b01ba79ac64e766c9600919fdb67006 https://omeka.buffalolib.org/files/original/4ddcd31f336b50bf6b499a094c9a2698.jpg 2cddd6d31fc8cf4b3d33baf20a4d7321 https://omeka.buffalolib.org/files/original/5ecac127dcac7e11a9385e8defb53b45.jpg 6c7cf3e397bc677fdaf0a7566ba1a028 https://omeka.buffalolib.org/files/original/1ce21b941e83bdb3cae17e285b16da31.jpg 1dada3485152c4d123d4aac42ee7173d https://omeka.buffalolib.org/files/original/62975e608afc725ddf7b864511af8117.jpg ee0bd4105d6f8f64bc6fbdf203c3cb6f https://omeka.buffalolib.org/files/original/59e7d79f36ac25080abf318b7aef6c97.jpg 698376ddb1cb952ee2ff0eb39948db23 https://omeka.buffalolib.org/files/original/b92f8e480b2cdc8eddd61cad9e0cabe7.jpg a5030f8fa25385adcc7dcf42930e4e0b https://omeka.buffalolib.org/files/original/66ffaf5ef3006bbc8bc1e2bd8bc1bb39.jpg 6600fbfce7b92d56c19ca0f1f788cd97 https://omeka.buffalolib.org/files/original/27f54548e9e4109f52c7c9ccb8e8256d.jpg eadc8f24dab8ba335617e9ca33ca5825 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 Hispanic Women's League : Photo Album Description An account of the resource The Hispanic Women's League was formed in 1979 by a group of professional Latinas who wanted to provided financial assistance to younger Latinas to be "more than just housewives". At this time women were becoming more involved in professional careers and wanted to encourage other women to pursue their career dreams instead of assuming traditional gender roles. The League provides numerous scholarships each year for young Latinas to attend a local college and then asks them to return to Buffalo and work towards making it a better place. 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 1979 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 Education Female Empowerment Hispanic Women's League La Liga de Mujeres Hispanas Leadership Living and Social Conditions Organization Photo album https://omeka.buffalolib.org/files/original/9b9fe8b384f6872b1530e5986dac67ed.jpg f65e41d53267c04a26c3a8eec5ae0497 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 Immaculate Conception Church Description An account of the resource Father Antonio Rodriguez with Milagros Ramos, Hispanics United of Buffalo Banquet, 2007. Father Rodriguez is receiving the Community Service Award at the Buffalo Convention Center. 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 2007 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 Religion