We are sharing this
article with you and readers of all ages as a starting point for reflecting on
one’s own immigrant heritage, no matter how recent or distant. This activity
can enrich classroom and dinner table
conversations about immigrants and immigration while deepening understanding
and context.
-- Contributed
by Michael D’Innocenzo
If
you want to appreciate what our new generations of immigrants will contribute
to our nation, consider doing a check of your own family “roots.”
All
of us in the United States are descended from immigrants. The only questions we
need to ask ourselves are:
1. How long ago?
2. What awareness
do we have of the journeys of our ancestors?
As
a youngster, I thought, for a while, that anyone who had a name that ended in a
vowel shared my Italian heritage. But then I learned that Franklin Delano
Roosevelt was one of our early multi-ethnics, combining Dutch ancestry with the
“de la noes” of French Huguenot background.
That
both a Republican and a Democrat Roosevelt (with Dutch/Huguenot backgrounds)
rose to the American presidency (in a still-prevalent “Anglo” society) should
receive more emphasis than has been accorded.
FDR (like his 5th cousin Theodore Roosevelt) knew his ancestors arrived in the 1600s, even before New Netherland became New York State.
He
also knew that his female ancestors could claim membership not only in the
Daughters of the American Revolution (DAR), but also in The Colonial Dames of
America.
At
a time when the DAR resisted newcomers, describing their ancestors as
“colonists” and all others as “immigrants,” FDR offered a striking response:
“Remember,
remember always, ladies that all of us, and you and I, especially, are
descended from immigrants – and revolutionists!”
John
Kennedy’s father did not like to be called “Irish-American;” he asked what it
took to be regarded as “American.”
But
when Jack sought the presidency he learned what every ethnic person experiences
in our nation: no matter how you define yourself, you need to deal with how
others see you.
Jack
Kennedy increasingly highlighted the heritage his father sought to transcend.
If you have not seen the documentary, “Kennedy in Ireland,” it powerfully
demonstrates the enormous pride of people in Ireland for one of “their kind.”
On that June 1963 visit, President Kennedy said:
“When
my great-grandfather left here to become a cooper in East Boston, he carried
nothing with him except a strong religious faith and a strong desire for
liberty. If he hadn’t left, I would be working at the Albatross Company across
the road.”
As
his politics moved beyond Boston, President Kennedy wrote a book, appropriately
entitled, “A Nation of Immigrants.” When Robert Kennedy added a new
introduction after his brother’s assassination, he emphasized: “Our attitude
toward immigration reflects our faith in the American ideal. We have always
believed it possible for men and women who start at the bottom to rise as far
as their talent and energy allow.
Neither
race nor creed nor place of birth should affect their chances.”
Frank
Sinatra, bolstering FDR during World War II, was awarded a special Oscar for
his film song from “The House I Live In.”
“The faces that I see
All races and religions
That’s America to me.”
All races and religions
That’s America to me.”
As
I mentioned earlier, one effective way to relish our immigration heritage of
diversity with its quests for progress and inclusion is to do some family
history checking.
This
is not a new idea; but it could be expanded with beneficial results – because
those who seek perspectives on their own families are very likely to appreciate
the journeys of those who have more recently arrived.
During
the 1970s, I had a fellowship at Chicago’s Newberry Library, which specializes
in family history studies. As a result of that experience, I developed a
college course that was one of the most satisfying I have ever taught.
I
called it: “Roots and Beyond: Family and Community in American Society.” The
“Chronicle of Higher Education” gave a report on the experiences of those
Hofstra students.
Young
undergraduates began by doing a brief autobiography of part of their life
(often junior or senior high school), then did a grandparent study, followed by
examining changing developments in the community to which their families
migrated.
Among
the many fine results cited in the CHE report was the building of connections
across age divides as college students got to know their grandparents better by
interviewing them, while also getting perspectives from their contemporaries
and other family members. Unanimously, young people came away from their
studies with high appreciations of what their elders had done, a sense of where
they began, the obstacles and challenges they faced, and the efforts that were
expended in order to advance.
By
seeking to place their family in the context of their community they also
became aware of its demographics and the nature of suburban bonding
experiences.
Those
young people in that first course in the 1970s achieved much of what the
American Historical Association recently said is still lacking in our history
classes (and in our society): 1) an ability to foster informed, critical
thinking, and 2) to nurture empathetic citizenship.
Every
individual and every family can be enriched by doing their own “Roots and
Beyond” study. From that is bound to come a deeper appreciation of what fellow
citizens have experienced and are newly experiencing as today’s immigrants.
All
a teacher needs to do is assemble the stories ready to be written in their
classrooms.
This is the final post
of a five part series written by esteemed historian, professor, and activist
Michael D’Innocenzo and published by Long Island Wins. You can read the entire
series here.
Additional
Resources:
- Interested in planning a classroom family heritage and digital storytelling project for the upcoming school year? This lesson plan for K-12 teachers uses digital storytelling to capture immigration stories and family heritage of students. Digital storytelling on immigration is a powerful way for teachers to create opportunities for “empathetic moments” among students and shape classroom environments while building literacy and writing skills.
- Want a summer reading guide to the many stories that comprise our American immigrant identity? Peruse our book reviews for great reads on the immigrant experience. We welcome guest contributor book reviews. Please contact us for submission details. Additionally, consider joining our virtual summer book club on Spare Parts: Four Undocumented Teenagers, One Ugly Robot, and the Battle for the American Dream. We provide the books and the forum FREE for a limited numbers of participants. Sign up today by clicking on the link provided in this interactive flyer.
We offer free lesson
plans, resources, book/film
reviews, and grants
to #teachimmigration. Stay connected! Follow us on twitter @ThnkImmigration.
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