C
U R R I C U L U M M A T E R I A L S
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David E. Goss
Overview
Main Ideas
Several important lessons can come
from this study. One is that what happens in the world affects where we
are. Another is that where we are located can be a reflection of what
is happening in the world.
Further, the study of where we live can reveal to us much
about our own values. As we discover more about who our neighbors
really are, insight into what motivates them and ourselves can emerge.
Stories of pain, accomplishment, survival, conflict, courage,
loneliness, and community can be treasures. Even more, these stories
can be models, perhaps even sign posts, to students as they mature in
their thinking about life.
Connection with the Curriculum
What happened (or is happening) "over there" or "somewhere else" is
rarely of interest to students. But discovering people in their local
community who came from over there or who can recall how ancestors came
to be where they are can personalize geography. Learning about the
interactions of their community can give students insight into the
forces that both encourage and discourage the deeper meaning of
community. The Bulgarians who lived in southwestern Illinois exemplify
those patterns.
Teaching Level
Grades 7-12
Materials for Each Student
• A copy of the narrative portion of the article
• Activities 1-4
• Access to a tape recorder and quality tape
Objectives for Each Student
• Learn more about his/her community by discovering
the ethnic background of a citizen or family
• Appreciate the push-pull forces involved in migration
• Gain insight into the integration process that confronts
most newcomers
• Analyze the melting pot concepton a local level
• Recognize the enriching contributions of various ethnic
groups
SUGGESTIONS
FOR
TEACHING THE LESSON |
Opening the Lesson
Why did people originally move into your community? What was
there to attract them? Why did they move from somewhere
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else? Did they leave because of conflicts?Were they seeking
economic opportunities?
We are going to explore these and many other questions. First,
we will read an account of one such migration. At the turn of the
century a large number of mostly men left Bulgaria for the United
States, many settling north of East St. Louis. Teachers should recall
the following about Bulgaria: the role of Russia in creating modern
Bulgaria in 1878; an economy almost totally based on peasant
agriculture; limited natural resources for industry; numerous conflicts
with neighbors over disputed lands; and Bulgaria's location east of
Greece and north of Turkey.
Interest may lead the teacher and students to explore further
the centuries-old conflicts, often in the name of religious persuasion,
that have made life difficult in this region. Several items, for
example, can be found on Magellan Internet Guide.
Developing the Lesson
After students have read the narrative portion of the article, have
them answer the questions in Activity 1. This will give them a basis
for class discussion and lead to the next lesson.
Concluding the Lesson
We have defined the community not so much as a geographic place but as
an identity. For various reasons people moved here, with some staying
and some moving away. Together the various families and institutions
illustrate the healthiness of our community. It is as much the stresses
as the harmonies, the failures as the accomplishments, and the
tragedies as the celebrations that define the community's health. In
the end our community is us and we are the community.
Extending the Lesson
Students may also conduct interviews, making more personal their
knowledge of their community.
Defining the area is important. Students could be grouped
around city blocks, a section of a town, an ethnic neighborhood, the
area around a religious structure, or whatever is appropriate.
Working in teams of two and using a tape recorder, interview
people who have recently settled there or can recall stories of their
ancestors settling there.
Students should prepare by knowing - (research, class
discussion) as much about the area as they can. Also, prepare questions
before hand (see Activity 4) even though students will probably be
modifying and adding new questions during the interview.
The tape recorder should be tested before hand. Pre-record
"This is an interview of ___________________, on _________, at
_______________________by ______________________." Permission (an
introductory note from the teacher and explanation of the project) from
the interviewees to interview and record is essential.
After the interview, a transcription (which could be
recognized by the Language Arts teacher as a graded activity) will
allow the interviewers to "see" what they have heard. Together, the
transcriptions will become a valuable document about the community.
Students may compile a collection of the interviews, use them
as a basis for articles in the local newspaper, or publish a booklet.
Assessing the Lesson
Evaluation could also take the form of a class discussion. Do students
better understand their community? What makes it unique? How is it
diverse? Is that best or should it be more homogeneous? How is it
dynamic? How is it changing? How can students have a role in making it
more vital?
Macedonian Saloon in
"Hungary Hollow"
Courtesy: David E. Cassens
Victor Street Mission, St. Louis
Courtesy: David E. Cassens
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Macedonia Lodging House in "Hungary Hollow"
Courtesy: David E. Cassens
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- Using historical imagination, write phrases that you think
might describe the fears, hopes, and dreams of these Bulgarian
immigrants. Why did they make the long, dangerous, and expensive trip
to America?
- Write some phrases that describe their living conditions in
Granite City. How do you think such conditions would have affected
their feelings about themselves, their employers, and those (such as
landlords and store and tavern keepers) who benefited from their
limited language skills, loneliness, and isolation from the established
community?
- Institutions such as churches and synagogues, social
organizations, and even newspapers are created to serve people. What
evidence did you find that this was the case for these
Bulgarian-Americans?
- Often our lives are dramatically affected by events beyond
our control. Two are mentioned — the stock market crash of 1907 and the
First Balkan War in 1912. Use several phrases to describe how these two
events could have affected their lives.
- Most communities/neighborhoods can point to an individual
whose energies have benefited others. Use a variety of phrases to
describe the role of Tzvetko Bagranoff.
- Again, using your historical imagination, write phrases to
describe how you think "others" thought of these public displays of
Bulgarian nationalism. What further problems would have
Bulgarian-Americans siding with Germany (the Central Powers) in 1915
have created?
- Write a few phrases on the advantages and disadvantages of
keeping the traditions and languages of our ancestors versus enmeshing
ourselves into popular American culture.
A second use of this lesson could be to examine what has
attracted (or is attracting) people to your community. As these
Bulgarians left an economically stagnant and politically difficult area
for the promise of a "better life" in midwestern America, so people
settled in your community for similar reasons.
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- Define your community (a town, area of a city,
neighborhood, housing complex, a rural district).
- Brainstorm in small groups: How, when, and why did our
families and others we know well settle here? Record your ideas for
later use.
- What were the promising opportunities in a past period
(such as land development, factory openings, need for specialized
labor, mine openings, relocation of business headquarters)?
- How do then and now compare? Are the
original opportunities gone? Changed? Been replaced? How has the "look"
of the community changed over the years?
- Finally, make a written and/or oral summary to the class
and compare notes. Your collective findings and insights could take the
form of a written report to be shared with a wider audience.
Who has had a role in dealing with conflict resolution in your
community? Perhaps there are several, some of whom are currently
working for helpful change or improvement.
The article mentions the displacement of Hungarians by
Bulgarians in Granite City. Perhaps your community has experienced
ethnic conflict in the past, or even in the present. Invite someone who
has played this role to visit your class. This person could speak of
his/her role or someone else's role.
Students could write an evaluation of the presentation
(Activity 3).
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- Who is the speaker? What is his/her relationship to the
community?
- What were the troubles or conflicts? What person or groups
were involved?
- How were these resolved or reconciled? Or, what progress
has been made?
- Speculate: What might have happened had there not be
intervention?
- Application: How is this person a model for my life? What
would I have done differently?
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Person(s) Interviewed
______________________________________________
When and where
____________________________________________________
By whom
_________________________________________________________
What brought you/your family to live in this community? (Or,
if second [or more] generation, your ancestors?)
From where did you (they) come? Why did you (they) leave?
What adjustments did you (they) have to make after coming
here?
How were you (they) accepted?
What organizations, helped you (them) "settle in"?
How has the community changed over the years?
Have these changes been for the good or bad? Why?
What makes this community unique?
What are its strengths? Weaknesses?
What are the forces helping (or hindering) us becoming one
community? (Or, you may choose to ask if the person thinks having a
diverse community is better.)
Remember to thank the person(s) and again repeat how you and
your class are going to use the interviews.
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