BlogWalker

Muddling through the blogosphere

February 2, 2020
by blogwalker
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Adding a New Chapter to Time of Remembrance

I have blogged about and referenced the Time of Remembrance Oral Histories Project many times in recent and past years. I first shared about the TOR project in 2007 (Time of Remembrance: Move Over Ken Burns!), blogging that I would soon be documenting the stories of Japanese-American citizens in the Florin-Elk Grove region (south of Sacramento, California) who, following the bombing of Pearl Harbor, faced discrimination, exclusion, and forced removal from their communities. Thanks to my district’s partnership with the Sacramento Educational Cable Consortium (SECC), their talented videographer Doug Niva joined me and my colleague Kathleen Watt on the journey, filming and editing professional quality interviews with over 30 former internees.

Five years ago Elk Grove Mayor Steve Ly, a City Councilman at the time, shared a little known story from the Vietnam War with our superintendent. Steve had learned about our TOR World War II project and asked that we consider documenting the Secret War in Laos. As a refugee from the Secret War, he thought it important for the Elk Grove community to know about the  many ways Hmong and Mien (two growing populations in Elk Grove) had supported U.S. troops during our involvement in the Vietnam War.

Steve Ly was the first interviewee in our Vietnam War section of the TOR project.

Thanks to Steve’s recommendations and the continued commitment by the SECC to bring history alive, we now have 16 interviews from our Hmong and Mien community. Their interviews provide invaluable insights to understanding the challenges faced by refugees, such as language barriers, cultural differences, huge shifts in geography, and loss of homeland and heritage.

We also have interviews with American pilots (“Ravens”) who flew secret missions over Laos, which stand as a testimony to the contributions and sacrifices of their brave “backseaters”/”Robins”.

This week we will be transforming our former Student Gallery page to a broader topic: On Coming to America. The On Coming to America page will still feature student-led interviews, but also teacher and community-led interviews, all with the common thread/theme of the challenges, contributions, and resilience of our immigrant and refugee populations.

Our first spotlight story is an interview with author, poet, community activist, and Holocaust survivor Hannie Voyles.

In 2011, my Chico friend (and TOLI colleague) Pam Bodnar contacted me to share that she had invited Chico resident Hannie Voyles, a Holocaust survivor from the Netherlands, to share her survivor story with a group of students at Marsh Middle School. Minutes after Hannie’s visit, Pam called to recommend that Doug Niva and I come to Chico to interview Hannie. We did.

Note: To quickly access specific parts of Hannie’s interview, here is the link to the time codes and short descriptors. Thank you to Doug Niva and our partnership with the Sacramento Educational Cable Consortium (SECC) for filming the interview.

Nine years later, I connect with Hannie on every opportunity I can find – including four bike & barge trips across the Netherlands (with a 5th trip coming up in August). With each visit and each trip, Hannie provides me with another window into her childhood in Amsterdam, where she attended the same Montessori school as Anne Frank before the Nazis invaded.

Last week I drafted a lesson to accompany Hannie’s interview. As always, I sought feedback from Kathleen. We soon had the lesson ready to share, along with a teacher’s guide. Accordingly, the On Coming to America page (formerly the Student Gallery page) of the TOR website now includes a link to Hannie’s interview, along with time codes and descriptors (so students/teachers can quickly move the YouTube bar to specific parts of the interview).

We anticipate more Holocaust interviews to come, starting with “second gen” authors: journalist Judy Fertig Panneton and former teacher Joan Arnay Halperin.

If you know Holocaust survivors or “second gen children” in the greater Sacramento region who would be willing to share their stories, please leave a comment. I strongly believe in the power of story to change hearts and minds – and the need to document first-hand and second-hand accounts before they are forgotten and lost.

“We must keep this history at the forefront of our collective memory, to prevent other individuals or groups from suffering as we did. We are always vulnerable to societal weaknesses;we are not too wise to repeat ourselves.”     Hannie J. Voyles, Storming the Tulips

As always, we invite students to document On Coming to America stories from their families, school districts, and communities – and share them with us via the TOR website.

 

August 5, 2019
by blogwalker
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Can We Stop History from Repeating Itself?

For the past twelve years ago, I been posting about a project I’ve had the privilege of co-directing for my district: The Time of Remembrance Oral Histories Project.

Initially, the project focused solely on a World War II event: The mass removal of Japanese-Americans from the West Coast following the bombing of Pearl Harbor and the onset of War War II.

Literally overnight, an entire population was denied the rights guaranteed to all citizens under the U.S. Constitution, and the history of the communities surrounding my school district was forever changed. Few would return to reclaim their farms, businesses, or former lives. The 16-minute documentary below provides a window into a time in our nation’s history when justice failed – and, more importantly,  a reminder of the need to constantly strive for a “more perfect union.”

As you can see from visiting the Time of Remembrance website, my co-director Kathleen Watt and I have expanded upon the project to include The Secret War in Laos, stories of our Hmong and Mien refugee community. Not surprisingly, there are many connections between the stories of WWII and the Vietnam War.

This year, we have returned to these timely and timeless WWII stories, always inspired by lessons learned from our interviews. More recently, Stan and Christine Umeda have drawn our attention to some similarities in what is happening at our southern border.

Scene from border protests regarding separation of families.

Image from 2019 border protests, via Christine Umeda. #StopRepeatingHistory

To see senior citizens (80+ years) standing up for those who have no voice speaks volumes. Considering they themselves were silenced during WWII, as they were stripped of the rights guaranteed to all U.S. citizens, their voice and commitment to social justice should resonate with everyone following current immigration events.

Photo from Sacramento Bee, showing Marilee Tsukamoto, Christine Umeda, and others at the border, protesting separation of families.

Christine Umeda and Marielle Tsukamoto at a July 2 immigration protest outside Sacramento federal courthouse.

I stand in awe of Christine, Stan, Marielle, and other members of the Florin Japanese American Citizens League for traveling to the border to speak out against the separation of families, a traumatic childhood experience from the incarceration experience that still haunts them – and moves them to take civic action.

And thank you, Christine, for sharing the resources listed below:

Can we stop history from repeating itself? Yes – by eliminating bystanders. It is through the courage and actions of upstanders, even a small group of upstanders, that it is indeed possible to reverse history.

#UpstandersNotBystanders

If you are discussing the border issues in your classroom, I invite you and your students to post a comment on how to #StopRepeatingHistory.

Christine Umeda and friend outside Heart Mountain relocation Center Barrack

Christine Umeda – Heart Mountain Relocation Center

 

 

May 7, 2018
by blogwalker
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Shoutout to PBS for “Secret War” Documentaries and More

My school district is in south Sacramento, an area that includes the hidden neighborhood of Florin. By “hidden” I mean it’s wedged between the two booming cities of Sacramento and Elk Grove, yet little, if any, construction or restoration is happening in Florin. Vacancy rates are high, with many buildings in disrepair and no longer habitable. Florin does not even have a post office or its own zip code. But hidden neighborhoods have hidden histories and stories.

442 soldier visits his mother at Florin farm.

Before World War II, Florin was known as the “strawberry capital of the West Coast” and was home to a small community of Japanese Americans, who farmed the strawberry fields, often two generations, or even three, working the fields together: Issei, Nisei, and Sansei. In the weeks following the bombing of Pearl Harbor, all persons of Japanese heritage were removed from the West Coast, virtually changing overnight and forever the history of Florin. Few would return to reclaim their farms or businesses.

Florin businesses for sale. Photo from UC Berkeley Calisphere

Thanks to the support of Bob Fletcher, a Caucasian neighbor/upstander who looked after their farm and paid their property taxes, Al and Mary Tsukamoto and their young daughter Marielle returned to their Florin farm.

Over the past 15 years, through my friendship with Marielle, I have had the privilege of learning about the internment years and their impact on the Florin community. With the reality that each year there are fewer WWII survivors left to tell their stories – and with the support of my district and the Sacramento Educational Cable Consortium (SECC), we began the Time of Remembrance Oral Histories Project (TOR). The 16-minute video below will introduce you to a number of our interviewees (including Marielle), provide you with a quick tour of Manzanar, and remind you what can happen when a nation fails to uphold the Constitutional rights guaranteed to all citizens.

Today the strawberry farms of the Florin-Elk Grove region are farmed primarily by Hmong and Mien families, refugees from a hidden chapter of the Vietnam War: the Secret War in Laos. During the Vietnam War and amid fears that Communism was spreading from North Vietnam into Laos, the United States sent the Central Intelligence Agency (CIA) into Laos to disrupt the spread. Over 40,000 Hmong and Mien were covertly recruited to fight in the Secret War. It was the largest CIA operation ever undertaken. Hundreds of thousands of Laotian civilians were killed in the fighting or in retaliation for their support of American troops.

Strawberry fields of Florin now farmed by Hmong and Mien refugees.

As typically happens with refugee or immigrant families, the parents may arrive not speaking English. The children often put much energy into assimilating into their new homeland and communities – and consciously separating themselves from their native language and culture. Once again, hidden histories from Florin-Elk Grove neighborhoods, those not included in history books, could disappear if we do not document them.

Thanks again to the support of my district and our partnership with SECC, Kathleen Watt (TOR co-director) and I have produced a short documentary to introduce you to our newest Time of Remembrance section: The Vietnam War.

In addition to preserving the hidden histories of the Florin-Elk Grove region, we also want to build an archive of primary source documents and accompanying curriculum that teachers can bring into their classrooms. Even if adopted textbooks do not include or reference the Secret War in Laos, or include stories from the Hmong and Mien cultures, teachers can address that void by using the growing TOR resources. For a second grade unit on folk tales, for instance, teachers can introduce our Forbidden Treasure hyperdoc lesson, which features a folktale from local author See Lor and even includes a snippet of See reading her favorite passage.

We are currently seeking more Secret War resources for secondary grades. Kathleen and I looked forward with much anticipation to the recent airing of Ken Burns 10-part documentary on the Vietnam War. We wondered if he would be including a section on the Secret War. He did not.

But we have some exciting news: Adding to their long, long list of outstanding documentaries, PBS has added two recent documentaries: The Hmong and the Secret War and America’s Secret War: Minnesota Remembers Vietnam.

We were thrilled to see independent researcher and historian Tua Vang (whom we have interviewed for TOR) and author Gail Morrison (whom we met during her CSU Sacramento presentation) both featured in The Hmong and the Secret War documentary. We are also thrilled to have two more powerful resources to add to our Vietnam War section.

A shoutout to PBS for continuing to delve into tough topics and to create invaluable classroom resources that make hidden or undertold chapters in history accessible to teachers and students. Last month I blogged about the amazing PBS series directed by Anne Curry: We’ll Meet Again,  which featured Reiko Nagumo’s painful memories of her family’s removal from their home – and Mary Frances, the childhood friend who crossed the playground to stand up for her. Next month, as part of the Crossing Lines Seminar, in addition to the above-mentioned documentaries, I will also be sharing/showcasing PBS’s: Defying the Nazis: Sharps’ War, Violins of Hope: Strings of the Holocaust, Children of the Camps, The War at Home, and Ghosts of Rwanda.

I cannot think of a more valuable resource for helping all of us, young and old, understand the causes and impact, whether hidden or front page news, of major world and national events. With almost 50 years of bringing high-quality programs into our homes, PBS – and my local KVIE – are treasures. #ILovePBS #ILoveKVIE

March 21, 2018
by blogwalker
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A KVIE Evening at the CA Museum with Reiko Nagumo

I’ve shared before that I co-direct and curate my district’s Time of Remembrance Oral Histories Project (TOR) with my colleague Kathleen Watt. Of all the interviews we have recorded for TOR, we continue to share Reiko Nagumo’s interview in our workshops, webinars, articles, and more. Start to finish, it is a beautiful story of loss and resilience.

If we are under a time constraint, we direct participants and readers to Clip 2 (04:52 ), with this short descriptor:

“In 2nd grade when war started. Shares story of her friendship with Mary Frances – ‘speaking volumes without saying anything.’ In camp from 1942-1945. Talks about returning to school.”

The courage of Mary Frances – a 2nd grader who crossed the playground to welcome Reiko back on the day she returned from the forced removal of her family and imprisonment in the Heart Mountain internment camp – truly ‘speaks volumes’ and demonstrates the lifetime impact of small acts of courage and kindness.

In case you missed our previous posts (“We’ll Meet Again” – Premiere Episode: Reiko Nagumo” and “PBS: We’ll Meet Again – Reiko Nagumo Reunited With Her Upstander“), it was 10 years ago that we (Elk Grove USD, in partnership with SECCTV), conducted the interview with Reiko, so you can probably imagine our excitement when CSU Sacramento Librarian/Archivist Julie Thomas sent out the “We’ll Meet Again” email announcing that, 70 years later, Reiko had found Mary Frances! It was thanks to the efforts of Ann Curry and PBS that the reunion happened. And how fortunate for all of us who treasure this World War II story that Curry and the PBS film crew were there (Japanese Tea Garden, Golden Gate Park, CA) to document the moment as part of the series. The theme for Episode 1 was Children of WWII. This short trailerwill give you a glimpse into both Reiko’s story and Curry’s style.

What could be better than viewing Reiko and Mary Frances’ story via PBS? How about traveling down to Sacramento’s California Museum to spend an evening with Reiko … and Mary Frances?! Yes, Mary Frances flew out from her home in Kentucky to visit again with Reiko, this time spending the morning with Reiko at the Museum to share their stories with visiting classrooms of 5th grade students from the Sacramento region, including one from EGUSD’s Anna Kirchgater Elementary. A shout out to the Museum and KVIE for hosting the evening event, to Rob on the Road for balancing our tears with laughter, and to Marielle Tsukamoto and Christine Umeda for getting the word out!

As soon as KVIE posts video from the event, we will share it with our readers.

Photo: KVIE’s Rob Stewart “Rob on the Road” moderating discussion with Mary Frances (Left) and Reiko Nagumo (Right) at We Meet Again: An Evening with Reiko & Mary Frances – Sacramento’s California Museum

So proud to stand with Reiko!

At long last, meeting Mary Frances – and sharing the moment with Christine Umeda!

It will be a long time to come before we forget this evening.

photo a girls in camp - from Christine Umeda

March 9, 2017
by blogwalker
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In Response to Executive Order 9066

Last month, I posted Remembering Executive Order 9066, commemorating the 75th anniversary of FDR signing this historic, unfortunate executive order. Given how often the term “executive order” is currently in the news, I wanted to do more than simply reflect on an injustice from the past. Today I am posting a new lesson/hyperdoc to the Time of Remembrance (TOR) website: In Response to Executive Order 9066.

The goal of this lesson is to introduce students (Grades 4-12) to the possible impacts of any executive order that targets a specific group of people. During the months following the bombing of Pearl Harbor, over 110,000 Japanese Americans, two-thirds of them citizens of the United States, were evacuated from the West Coast and “relocated” to detention camps established by the U.S. Government. As captured in Ansel Adam’s iconic photos, many internees would spend the next three years behind barbed wire. Their stories of discrimination and forced removal provide a window into a time when our nation failed to uphold the rights guaranteed to all citizens by the U.S. Constitution — regardless of nationality, race, religion, or ethnicity.

As students delve into the lesson by watching the I’m American Too – Stories from Behind the Fences documentary and exploring the primary source interviews in the TOR WWII Archives, they will gain an understanding of how virtually overnight West Coast farming communities were forever changed, with very few internees returning to their former homes. The students are then tasked with capturing a “story from behind the fences” by drafting a letter in the voice of the internee to someone, real or imaginary, outside of the camp. Using Dwight Okita’s “In Response to Executive Order 9066” poem as a model, their final task is to transform their letters into letter poems.

The lesson is also a call to action. Students are warmly invited to take their letter poems beyond the walls of the classroom by submitting them to the TOR Student Gallery for publication to a national audience. If you work with students, I am pretty sure you will agree that when we support students in speaking out on issues of social justice, we are often providing a lens to view the impact of bystanders and the difference a single upstander can make.

During the month of March, many West Coast school districts and museums commemorate Japanese-American internment with activities and exhibits. And, of course, probably all school districts celebrate April as National Poetry Month. Whatever the occasion or lesson might be, if you are a teacher, I hope you will encourage your students to create letter poems in response to Executive Order 9066 and to publish them to an authentic audience, such as the Time of Remembrance Student Gallery.

 

February 19, 2017
by blogwalker
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Remembering Executive Order 9066

Seventy-five years ago today, President Roosevelt signed Executive Order 9066, authorizing the removal of over 120,000 people of Japanese descent, many of them citizens, from the West Coast. Virtually overnight, an entire group of people lost their jobs, their homes, and their constitutional rights.

Thanks to a beautiful article in today’s SacBee from California farmer, journalist, and author David Mas Masumoto, I am reminded of the importance of standing up and speaking out on behalf of targeted groups. I teach in a school district that was once home to a hard-working community of Japanese-American farmers, who transformed the region into beautiful, productive strawberry fields. Following the signing of Executive Order 9066, the history of the Elk Grove-Florin region was abruptly and forever changed.

In honor of the many contributions of the Japanese-American community and in recognition of the need to stop history from repeating itself, I am proud to co-direct my district’s Time of Remembrance Oral Histories Project (TOR). David Mas Masumoto’s words complement the purpose of the TOR project:

“We remember through stories. They frame events, add context to the past beyond a history of facts. Stories add rich and personal details that generate an emotional connection to what was and what can be.”

America is a nation of immigrants. In response to the current political climate and an executive order that is similar to 9066, the TOR project invites youth from across the nation to interview an immigrant or refugee and then share their stories on our TOR Student Gallery. We’ve created On Coming to America, both the lesson and teacher’s guide/toolkit, as an opportunity to showcase the sacrifices and contributions of immigrants and refugees. Again, David Mas Masumoto’s words sum up our commitment to documenting stories from our communities:

“To recognize today’s stories of hate against a class of people, to demand these stories be heard is a first step to building a more democratic and just nation. To be American is to remember all our stories.”

Note: Opening image is from Reiko Nagumo’s TOR interview.

On Coming to America Featured Image

January 7, 2017
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On Coming to America – Small Moments, Big Meanings

We are a nation of immigrants.” Franklin D. Roosevelt, John F. Kennedy, Bill Clinton, George W. Bush, Barack Obama, Mark Zuckerberg, etc.

The greatest gift we can give someone is the gift of their history.” HmongStory40

Yes, we are a nation of immigrants. I am fortunate to work in a school district that is yearly enriched by its history of cultural diversity. Last year, in recognition and celebration of the experiences, challenges, and contributions of those who have come to America, I collaborated on the Coming to America – Small Moments, Big Meanings Lesson and Teacher’s Guide. This year, I am adding another resource: On Coming to America Hyperdoc.*

Both these online lessons are invitations to your students to interview, document, and publish the story of an immigrant or refugee, with a shared goal of:

  • Introducing students to the differences between an “immigrant” and a “refugee”
  • Providing a collection of primary source interviews (videos) with recent refugees
  • Providing guidelines for students to step into the role of oral historians by conducting an interview
  • Encouraging students to publish their Small Moments, Big Meanings projects to an authentic audience via several online options.

On Coming to America Hyperdoc Lesson Graphic

I have posted before about the Time of Remembrance Project’s recently added Student Gallery. The Student Gallery is one of the suggested publishing venues for On Coming to America – Small Moments, Big Meanings, especially via the hyperdoc.

How about your school or district? Have your students had the opportunity to roll up their sleeves and do the work of an oral historian? If not, I can promise that in the process of interviewing an immigrant or refugee, they will discover what I have learned: history happens one story at a time. It would be an honor to showcase your students’ On Coming to America projects.

Questions? Suggestions? Please leave a comment. Let the conversations begin!

*Note: The term “hyperdoc” stems from the ever-amazing Lisa Highfill’s commitment to use tools (such as Google Docs/Slides/Sheets) to create lessons with access to “instructions, links, tasks… to get kids thinking.”

December 24, 2015
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Treasure Languages Event: Storytelling in two voices

“Each language is shining a little torch somewhere. These are treasures for the whole of humankind.”   Nicholas Evans (Language Matters, PBS)

I’d like to start this post with a shout out to language researchers Robyn Perry (University of California, Berkeley) and Steven Bird (University of Melbourne, Australia) for the incredible work they are doing through the Aikuma Project to preserve dying languages. Robyn has been a featured guest blogger on the TOR Talks blog (a project I co-direct with my school district colleague Kathleen Watt) and has also joined us,with Steven, for a Google Hangout. So Kathleen and I were thrilled when Robyn invited us to come to Oakland (California) for the Sunday, December 13, Treasure Language Storytelling Event.

treasure-2jxgxrt

I was born in Oakland and grew up in Orinda, part of what is known as the “East Bay.” So I was surprised to learn about one of California’s “hidden histories” (not included in history textbooks): The storytelling event was taking place in an area once inhabited by the Chochenyo (a new word for my spellchecker), a division of the Ohlone tribe of Northern California and the first inhabitants of the East Bay. The Chochenyo language died about 70 years ago. But thanks to the efforts of Vince Medina and Louis Trevino, Chochenyo is re-emerging as a spoken language. Vince opened the event by welcoming us in Chochenyo.

Next on the agenda was Leiz (Marc) Yauz-Cing and Lai Saephan, who represented Sacramento’s Iu Mien community. Two years ago, Lai spent 6 months studying the Mien language with Marc, who taught him not only the spoken language, but also how to read and write in Mien. Together, Lai and Marc told a Iu Mien story in two voices. Fortunately, their telling of “Hieh Mienh Gouv” (Wild Mien Story) was recorded.

Before Marc and Lai started their story, the wonderful Koy Saephan, Lai’s big sister (sitting next to us in the audience), shared that becoming fluent in his native language had changed Lai’s life. Their family had fled Laos to Thailand after the U.S. pulled out of the Vietnam War. When they were granted permission to come to the United States, Lai was only 9 months old. Like many refugee and immigrant children, his older siblings took care of him while his parents held multiple jobs. With the siblings naturally wanting to fit into American culture, they spoke English with each other. Therefore, as a child and into his adult years, Lai could not fully communicate with his Mien-speaking parents. Six months of studying Mien changed that – and his life (see more below).

The evening’s last story in two voices was a proverb told in Tigrigna, an endangered language from the African nation of Eritrea: Everything for My Own Kind, or, Our Donkey Is for Our Hyenas.

The closing activity, the Language Champions Panel, was equally powerful. Vince Medina and Lai Saephan were joined by Tigisti Weldeab, an immigrant from Eritrea. As soon as the video is posted, I’ll add it to this post. I still have a lump in my throat from Lai sharing that before he learned his native language, he used to stutter. No more.

Tigisiti shared what it was like arriving in Seattle as a 12 year old, wanting nothing more than to fit in, which meant speaking Tigrigna as little as possible. It was not until she started college and saw that her younger brother was losing the Tigrigna language that she realized the importance of keeping and promoting her native language.

It will be a long time to come before I forget these “treasure language” stories. Each story is now part of our shared community history. And each story provides a window into the challenges of losing one’s native language.

I’ve already marked my calendar for the February 21 Treasure Language Event, which coincides with International Mother Tongue Day and will therefore focus on women storytellers. I look forward to attending the event, both as a learner and as an educator. Given the diverse populations in California schools, with more than 88 languages and dialects spoken in my district, the “treasure language” stories should resonate with all who work with English Learner populations.

Please help spread the word about the Aikuna Project and the February 21 Treasure Language Event. If you, or someone you know, speak a “treasure language” (endangered language) and would be willing to be interviewed, please contact Robyn Perry at robyn@ischool.berkeley.edu or 831-332-4208.

 The living speakers of today’s disappearing languages are equipped to preserve their voices, their unique perspective on the world, and how they have managed to live sustainably in their homeland for centuries.” Steven Bird, Ph.D., Aikuma Project

May 10, 2015
by blogwalker
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NWP 20, Hmong 40

Twenty years ago, I started on an amazing, ongoing professional development journey by applying for the Area 3 Writing Project’s Summer Institute (SI). I knew from the opening day that my SI experience would provide me with exceptional best practices in teaching writing and, equally important, with an incredible professional learning community. But in 1995, I certainly had no idea of the life-changing connections that would come my way as a result of my joining the NWP community. I’d like to share one of those connections.

At the close of the SI, A3WP director Jayne Marlink invited our group to a celebration at her home. As I entered her hallway, I was completely drawn into an elaborately decorated wall hanging. The intricate embroidery depicted groups of people clearly fleeing an area and attempting to cross a river. Soldiers were everywhere. That was my first time to see a Hmong story cloth. It was a gift, Jayne explained, from a former student, a Hmong student whose family had fled Laos after the U.S. pulled out of the Vietnam War.

I grew up with the Vietnam War. It was in the news during my high school years. By college, the war dominated the media, with an escalating protest movement on and beyond campuses. So I thought I knew about the Vietnam War, including its extension into Cambodia. But I do not remember any news coverage from Laos. The Hmong story cloth hanging in Jayne’s hallway was a new chapter for me. Over the years, I continued to “read” about the Hmong migration from Laos, mainly at Sacramento area farmers’ markets, where Hmong often sell story cloths along with their produce.

In 1998, I transferred from a small, semi-rural school district in the Sierra foothills to the Elk Grove School District, a rapidly-growing district in the south Sacramento area.  Prior to World War II, the Elk Grove-Florin area had been home to hundreds of Japanese-American families who farmed the region’s strawberry fields. When President Roosevelt signed Executive Order 9066, authorizing the removal of all citizens of Japanese heritage from the West Coast, the history of this community overnight and forever changed. Few were able to return and reclaim their farms.

The Elk Grove USD annually commemorates the forced removal of its Japanese-American citizens through its Board Resolution 33: Day of Remembrance. As a technology integration specialist for the district, it has been my privilege to help document the internment stories through the Time of Remembrance Oral Histories Project.

History does have a tendency to repeat itself. Two wars later, the strawberry fields of Elk Grove-Florin are primarily farmed by Hmong and Mien. They are refugees of the “Secret War in Laos.” This year, 2015, marks the 40-year anniversary of the Hmong and Mien migration from Laos and Thailand to the United States. During the Vietnam War, the United States’ Central Intelligence Agency formed a secret alliance with the Hmong army to fight Laotian communists and the North Vietnamese. Shortly after the U.S. military abandoned Laos in 1974, the communist group Pathet Lao announced plans to wipe out both the Hmong and Mien. Their only option for survival was to flee Laos.

Yien Saetern: Elk Grove strawberry farm

It is through the vision and support of Steve Ly that have I become actively and deeply involved in researching and documenting the stories of the Secret War refugees. Steve’s family fled Laos when he was four. Thirty-eight years later, he was elected to the Elk Grove USD School Board, the first Hmong member. In his tenure, he introduced Board Resolution 59 to commemorate the critical role the Hmong played in supporting the U.S. during the Vietnam War, to celebrate relocation of over 100,000 Hmong to the U.S., and to encourage teaching students in grades 7-12 about the Secret War (in alignment with California AB 78). Forty years later, Steve now serves as the City of Elk Grove’s first Hmong City Councilman. Through text messages, emails, and phone calls, he keeps me in the loop on upcoming events in the Sacramento area, such as a recent CSU, Sacramento, presentation by author Gayle Morrison, or a local hosting of a Hmong Story 40 celebration.

Steve Ly: Thai refugee camp

To commemorate the 40-year anniversary of the Hmong and Mien exodus from Laos, my colleague, the very talented EGUSD graphic designer Kathleen Watt, and I have been developing and curating a new section on the TOR website: the Vietnam War. We currently have completed interviews with 10 Hmong and Mien refugees and are in the process of annotating each interview so that teachers can easily locate and share specific parts of the interviews. We’ve posted snippets of several interviews, and should have complete interviews available within the next few months. Thanks to Steve Ly, we’ve even connected with and interviewed five Ravens. Ravens were the U.S. fighter pilots used for forward air control in conjunction with the Central Intelligence Agency during America’s Vietnam War. The Ravens provided direction for most of the air strikes against communist Pathet Lao targets.

From my first foray into the Secret War in Laos via Jayne Marlink’s Hmong story cloth, I now have on my night stand a small but growing collection of publications on the Secret War: The Latehomecomer; Tragic Mountains; Hog’s Exit, Jerry Daniels, the Hmong, and the CIA; and The Ravens: The True Story of the Secret War. Kathleen and I connect almost daily to discuss “Secret War” updates to our TOR site and its accompanying TOR Talks site. Twenty years later, I could now confidently and enthusiastically provide a guided tour of Jayne’s story cloth, enriched by stories shared during our interviews.

It is through Writing Project networks that I’ve come to understand the value and importance of telling our stories. It is through the support of my department (EGUSD Technology Services), in partnership with our Sacramento Educational Cable Consortium, that I’ve been able to digitally document community stories from two separated yet connected wars.

As California commemorates the 40-year legacy of the Secret War in Laos, through projects such as Hmong Story 40, I eagerly anticipate expanding the Time of Remembrance Oral Histories Archive and facilitating discussions on the TOR Talks site. Your input is warmly invited.

 

 

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