Our America: Hani Moqeet

I stared reading Our America with my almost nonexistent knowledge about the south side of Chicago. What little knowledge I had came from the seven o’clock news or newspaper articles. This limited knowledge continued to mock me as I read the book. The south side of Chicago for me was packaged into four things, gangs, violence, drugs, and the projects, but what I never really questioned or thought about in great detail were its residents. People lived there but it was like a completely different place, a place I would not go to because my place was where I lived. The detachment I realized while reading the book shocked me. The book lets you understand what a news report never can, unless you go and speak to the people living in the south side. There are people living and breathing the same as me. LeAlan Jones and Llyod Newman made me open to the eyes to what life is like in the south side. I’m not saying I can ever understand what they went through or what anybody goes through when living in a community like their but the book made the people real. They were no longer a number or a picture on the news. It is shameful, for me how little I knew about a neighborhood which probably only 10 or 15 miles from my home.

Reading this book opened my eyes to the fact that the things that happen in the south side are a dreary reality for the people living there. For example when the boys interview other people, they casually mention who has died in the neighborhood, be it former classmates, friends, or neighbors. Their life is living these conditions which have over time become the norm. People dying, friends turned drug dealers and the like appeared to be an everyday occurrence in the book. This was shocking for me in the beginning but when your life is like a war zone you have to accept it or you might not survive. It was depressing to see that for the children living in this neighborhood they are being bombarded daily with negative experience and their chances of getting out of the vicious cycle are low. The two boys, Johnny (10) and Tyrone (11) who pushed off five year old Eric Morse from a window to his death were part of this cycle. LeAlan discusses in his interviews how nobody taught the boys right from wrong so they grew up imitating what they say around them. The same can be said for Eric Morse’s older brother; after he saw his brother getting pushed off the building his mother tells the boys how he is more aggressive and gets into trouble. It might be his way of coping but what does it do to his life?  He is now serving a 71 year sentence for killing Illya Glover.

To see that only a small percent of those children in the book will be able to come out neighborhood they live in scary. I could sit here and write about what should be done and the like but then I would just be fooling myself. I do believe that neighborhoods like the Ida B Wells neighborhood need to be changed with a permanent solution but I cannot say how because honestly I have no experience in the area nor can I claim to know the neighborhood. I was glad to find that LeAlan Jones managed to break off the cycle and fight for what he believes in. He is now a journalist, a part of the Green Party and he ran for the Illinois senate in 2010.

I also found this video online which relates to the book.

http://vimeo.com/2146571

Reaction to "Our America"- Karina Klimek

Hello fellow bloggers. I finished reading the book "Our America" two days ago. I read all 200 pages in one sitting because the book was such a page turner. What intrigued me in this book was the vivid descriptions of the living conditions of the two authors. I live about 30 to 40 miles away from where this was taking place and although I live such a short distance away, my suburban life is incomparable to the lives of LeAlan and Lloyd. I would like to include a very powerful quote from  the end of the book that really stuck with me.

"I'm five foot seven and 147 pounds. I live in the ghetto. I'm supposed to be a loser. I'm supposed to be on the six o'clock news shooting people's heads off. I'm supposed to be the one that you grab for your purse when I walk by. I'm the person that doesn't vote. I'm the person that is supposed to drink. I'm the person that is supposed to smoke weed. I'm the motherfucker that is supposed to fill your jails. I'm the peson that you  make examples to your kid of what not to be like. I'm supposed to be a basketball player. I'm supposed to make it only because of affirmative action. I'm not suppose to be positive. I'm not supposed to be educated. I'm not supposed to know what I know. But I do"- LeAlan page 177

This quote is so powerful because LeAlan shows that he is very aware of the stereotypes that are associated with the people that live in the projects. LeAlan, however, cannot be classfied using any of these stereotypes. Despite harsh living conditions and the exposure to gang violence, LeAlan had big dreams and enrolled into college. He knew that in order to not become a victim of his environment, he had to be a hardworking and successful young man.

In the book "Our America", there are many examples of how having tough familial situations could lead to behavioral and psychological problems. Lloyd was still suffering from the sudden loss of his mother. Luckily, his two older sisters decided to stay by Lloyd's side and provided him with as much care, love, and attention as they could. Lloyd was negatively influenced by his father's alcoholism as well as his gambling addiction. Towards the conclusion of the book, we learn that Lloyd, unlike LeAlan who had a very powerful familial support system, was not going to graduate and go on to college because he had fallen behind. This bump in the plot made me think of the organization that Jacqui interviewed, The Jesse White Tumblers, and how their tutoring program would have helped Lloyd stay on track and finish school. I understand that the environment that the students who grow up in the projects makes the educational journey tremendously difficult. LeAlan and Lloyd described the poverty level of the inhabitants of the Ida B. Wells projects and how they did not have good lighting, proper plumbing, or comfortable settings to learn in. I hope that in the future, after school programs that provide moral support for students and organizations like the Jesse White Tumblers will be more common. This organization takes into consideration both the educational and physical prosperity of the students and probably gives many of the participants the chance to escape their hardships.

The book "Our America" in many ways reminds me of the book that we read early in the semester entitled "Spectacular Things Happen Along the Way". In both books, the students of impoverished communities wanted their stories to be heard in hopes of opening the eyes of fellow citizens who are unaware of their difficulties. Both of these books will forever stay in my heart and in my mind because they teach about perseverance, struggle, and personal triumphs.

To conclude, I would like to add one last quote that sums up the truths that I have aquired through the process of reading books such as "Our America" and "Spectacular Things Happen Along the Way".
"And yet I am supposed to feel American. I am supposed to be patriotic. I am supposed to love this system that has been detrimental to the lives of my people. It's hard for me to say how I'm an American when I live in a second America- an America that doesn't wave the red, white, and blue flag with fifity stars for fifty states. I live in a community that waves a white flag because we have almost given up. I live in a community where on the walls are the names of the fallen comrades of war. I live in a second America. I live here not because I chose to, but because I have to. I hate to sound militant, but this is the way I feel."- LeAlan page 199-200

Jesse White Tumbling Team - Stephanie Hofer

I really liked reading the interview Jacqui was kind of enough to go and do. But I also enjoyed learning more about the program and how it works. I think its wonderful that the tumblers incorporate tutoring. Grades and academic success seem to be #1 then comes the fun with tumbling. I think its important for students to learn how to have that "balance" in their lives between school and extra circular activities or other things.

This programs sets a great example in that if you have good grades you are awarded more tumbling time. Also that your grades are checked. When students aren't doing so well they are willing to help. Homework comes first then comes the tumbling. I also read in the interview that many of the alumni are off doing wonderful things like going to medical school, law school, joining the Harlem Globe Trotters, and becoming engineer's. It really shows that these programs can be really successful. I think its important for all students to be involved in something outside of school. It helps them earn a sense of self and an identity outside of academics. Not to mention it helps keep kids out of trouble and that goes for all students in all neighborhoods.

I decided to go on YouTube to check out the tumblers and see their skills, it was really entertaining. All of these students/athletes are very talented and they clearly work hard for their abilities. It was really cool to see that they were preforming at parks, high school basketball games, and even the bulls half time show. I also saw that many of the tumblers travel across the world to preform, how exciting is that? They are really apart of something grand, more programs like these should be available to students of all ethnic background and social classes. It helps to teach young students how to have balance, work hard, and achieve goals.

Below is a picture I found while researching the tumblers:

JACQUI- LEADERS CREATE LEGACIES

I realize in retrospect about my visit last week, that I witnessed a legacy in its making.  The Jesse White Foundation is about Leaders teaching others to lead.  Young people come into the program and through their desire to showcase their athletic abilities, they are shown the path to not only maximize their own potential, but the importance and necessity to give back to their teammates and the community.  They become leaders, role-models and esteemed individuals.

When I arrived at the facility, I was greeted warmly by a woman wearing a red Jessie White T-shirt (who I later learned was the team nurse, Ms. Robinson) and another woman who was apparently there for safety.  I was relieved that upon entering, I didn't have to look any further for my place.  I watched kids enter into this welcoming sense of security as they arrived and I could see smiles in their faces and a pep in their step.   Most were dressed in their red/white tumbling clothes, and had their backpacks in tow.

A line quickly assembled at the bottom of the stairs at the direction of a woman,( whom I learned later was Ms. Richardson, one of the tutors).  "Single file, please"..and they were right on form.  I was asked how I could be helped and I explained my appointment with Ms. Jones.  I was invited to join the line, and I did.  I leaned back to the young man behind me and jokingly said. "Do you think I will have to do any cartwheels?"  It rendered a chuckle, and any initial tensions on my part vanished.

At the top of the stairs was the classroom that was being used.  I saw Ms. Jones at the front of the class going over some materials with a gentleman.  At the same time Ms. Robinson was reminding the students to sit with one chair between them.  The kids talked over and around each other as they were asked if they had homework, looked through cabinets for worksheets and settled in.  

This was a comfortable classroom.  I thought immediately that it was a progressive environment.  The students were directing their own learning, processing what they needed to work on and finding their bearings.  They weren't "TOLD" what to do, they were invited to be a participant in the educational needs they had for the day.  The staff worked well together in fielding the requests and responses of the students.

Ms. Jones and I went back downstairs to the tumbling training room.  What a thrill it was for me to see the tumblers "backstage".  I have seen them at shows and known of them, so this was a real treat for me.  Ms. Jones introduced me to the coaches and explained that many of the coaches are former tumblers that come back to help.  One in particular is a staff member's granddaughter and some other coaches are relatives of other staff members.  It was explained that there are many cases where families continue the legacy of new tumblers coming in through the years.  

We moved to the lobby where she introduced me to Ms. Lillie, who has been with the team for 9 years.  Ms. Lillie is the Assistant to Ms. Jones.  I was told the history of the Foundation and both women were genuinely moved as they recalled the history and reminisced about how many young people have come through the program and what has transpired in their lives.  

As we continued to speak, tumblers came through the doors, were greeted warmly and signed in and then were directed to either tutoring or tumbling.  Snack was offered to those being tutored, and one young girl was assisted by Ms. Jones when she reached in her bag and placed a spare headband on her head, and encouraging her with words of how lovely she looked.  Kindness and respect would be the best way I could describe the manner in which each person was treated.  Time was taken to interact with everyone, not just "Hi and Bye".  No one was transparent.

Having to look at this setting and refer back to the book we have read, it is so clear to me that LeAlan and Lloyd were shining stars, but too victimized by their social circumstances.  They chose the high road in most cases.  They rolled with the punches, accepted their lot, and remained proud of themselves and their intelligence.  They were happy to be "leading" this project and to be carrying a message about their lives.  They were as sympathetic and empathetic as they could be and they were amazingly understanding and courageous for such young people.

I try to picture them in this program, having the opportunity to be greeted daily with warmth, to have the consistency of the same role-models in their life day after day, to be giving the encouragement to strive and try for higher goals, to have people check-in with how they are and where they are in their lives, to ensure they were developing academically and physically, to have been shown other people and communities and places in the world, and to have been role-models themselves.   

The overall point I want to make is that these are children with God- given talents and skills and they have feelings and principles and dreams and desires.  They are no different than any other children, anywhere.  They are not "products of an environment" or  "bad african american kids from the ghetto" until and unless they are marketed to the rest of the world that way.  They are teachable and easily motivated when they are treated as capable individuals and given the resources anyone needs to grow.

As educators, especially, it is critical that each child we encounter be taught in ways that maximize their ability to learn.  It requires that they be treated individually, be given a voice, be encouraged to express their needs, fears, desires, and abilities.  It requires honest evaluations and creative planning.  It means the goal is to uncover and discover the gem that is shrouded in circumstance and stereotypes and in doing so, begin to lay down foundations that are the beginnings of paths that lead them safely and securely to their own best selves.

(Below is the interview with Ms. Jones)

JACQUELYN WEINER-O’SHEA INTERVIEW WITH:

YVONNE C.  JONES – EXECUTIVE DIRECTOR, JESSE WHITE SCHOLARS AND TUTORING PROGRAMS

DATE:                       Thursday, December 1, 2011

                                    4:00 p.m.

PLACE:                     Moody Bible Solheim Center

                                    930 North Wells

                                    Chicago, Illinois

HOW LONG HAVE YOU BEEN INVOLVED WITH THE JESSE WHITE TUMBLING TEAM ORGANIZATION?

My tenure with the organization began as a volunteer in 1994 and then as a Board Member.  I became the full-time Executive Director of the Scholars and Tutoring Programs in 2000.

Jesse White founded the Tumbling Team in 1959 to provide a positive alternative for inner-city youth through athletics, education and cultural enrichment opportunities.   Since 1959, the organization has grown to include:  the Tumbling Team, the Training Program, the Tutoring Program, and the Scholars.

Team members have had the opportunity to travel around the world, perform during presidential inaugurations, appear in movies and television commercials and serve as role models and heroes in their respective communities.  While the majority of the Tumbling Team participants are African-American male, we have over 25 female tumblers on the Team.  The organization does not discriminate and recruits student-athletes from all ethnic and cultural backgrounds.

(I am honored and proud to be involved with an organization that has done so much to help youth soar to tremendous heights!)

HOW DO YOU RECRUIT STUDENTS TO THE TUMBLING TEAM?

Tryouts for the Tumbling Team are held twice a year; once in late September/ early October; then again in late January/ early February.  Youth as young as 6 years old (and in the 1^st grade) – 16 years of age are eligible to tryout.  Before the tryout session, they need to be accompanied by a parent or guardian and must bring a copy of their most recent school Report Card.

Announcements for the tryouts are coordinated through the Tumbling Team Office via radio, flyers, email, websites, etc.  Student/athletes are recruited from throughout Chicago, the surrounding suburbs and as far away as Indiana.  Participants need to have basic tumbling skills in order to tryout.

If the student-athlete passes the basic tumbling skills testing process, they are invited to participate in the Training Program.  After they are invited to participate in the Training Program, their school Report Card is reviewed to determine whether or not they will need tutoring.  (All trainees and tumblers are required to maintain at least a “C” average in their academic coursework.  If they do not meet those requirements, they must attend tutoring or show proof on program letterhead that they are enrolled in another Tutoring Program.)

HOW DO YOU COORDINATE TIME BETWEEN TRAINING AND TUTORING?

Students with at least a “C” average in all of their academic coursework will participate in the Training Program for 2 hours, 2 days a week at one of our programs locations.  (Monday and Wednesday at Tuley Park on the south side; or Tuesday and Thursday at the Moody Bible Solheim Center), depending on the closest location to their home.

Students who may need tutoring will have their Training Program session cut in half to 1 hour in Training, 1 hour in Tutoring.

WHO ARE THE TUTORS AND WHAT SUBJECTS ARE COVERED?

Our tutors are certified teachers, teaching assistants and volunteers with many years of experience working with youth.  Students are tutored in all academic subjects in 1^st – 12^th grade.  Since trainee and tumbler Report Cards are reviewed after every marking period, some students may be released after each review, while others will be added based on their most recent grades.  Some parents (and even students!) may also request to attend tutoring to maintain their already good grades.

HOW DO YOU KEEP TRACK OF EACH STUDENT’S PROGRESS IN TUTORING?

Students in tutoring have a folder that is used to keep track of their progress.  They are encouraged to bring homework from school.  When homework is not available, academic worksheets and books are available for use between the student and the tutor.

During the course of the year, students will receive certificates of achievement for various accomplishments (attendance, improved grades, etc.)  With parental permission, a student’s respective school- teacher may be contacted via phone or email to coordinate tutoring efforts.

WHAT ABOUT THE SCHOLARS PROGRAM?

Jesse White established the Scholars in 2000 to provide academic and financial support for current and former (alumni) team members, who plan to continue their education beyond high school.  The four components of the Scholars include:

·               College Admission and Financial Aid Counseling

·               College and University Campus Visits

·               Scholarship Awards, and

·               Technology Access

Current and alumni team members must be in good standing with the Tumbling Team Organization for scholarship consideration.  Recent scholarship recipients have gone on to continue their education in Law School, Medical School, and Graduate School.  One of our May 2011 college graduates was just recruited to join the international Harlem Globetrotters!  

John Deere in Iowa hired another one of our May 2011 graduates as a Quality Engineer after he received his degree in Engineering with a Minor in Nuclear Engineering!!!

They come to us as athletic-students.  We provided the resources, opportunities and tools for them to leave as scholar-athletes!

WHAT DOES THE ORGANIZATION NEED THE MOST TO HELP ITS SUCCESS CONTINUE?

FUNDING!  As we look to moving into a new facility, there are many aspects of the organization that can grow with the help of additional funding support.

                           
                                                            Miss Lillie(l) and Ms. Jones (r)

                                                     Ms. Richardson(l) and Miss Lillie (r)

                                         

                                                                        Ms. Robinson

Excerpt- Alex Keenan

I forgot, I really wanted to include this brilliant excerpt from the book... (it's a conversation between LeAlan and Lloyd.  They are reflecting...)

LeAlan: ... I've been thinking about this: Why are we dependent on other folks to take care of us?  Why can't we be independent instead of dependent?  I know I couldn't sit around all month waiting for a check.  I mean, if you're a grown, able-bodied adult you should be working.  So I think of that--but then I think of these little shorties when welfare gets cut off...
Lloyd:  And all the mothers who have little children.  It ain't right.
LeAlan:  But think of this:  If I was hungry, would you feed me a fish?
Lloyd: yeah...
LeAlan:  Or would you teach me how to fish so I wouldn't be hungry anymore?
Lloyd:  I'd teach you how to fish.
LeAlan:  Right.  Because if I'm used to you giving me this fish, when you're gone I can't eat.
Lloyd: But you can't just let people starve....
LeAlan: True.  So I'd feed them that first day, but then teach them so they could do it for themselves.


So powerful.

-Alex Keenan

Our America- Alex Keenan

Upon completing the book Our America I can't help but wonder, are we a product of our environment?

The story is narrated by two young boys living in the projects of downtown Chicago, LeAlan Jones and Lloyd Newman.  Briefly, the first section of the story is an extended version of a thirty minute episode of All Things Considered that originally aired on NPR called Ghetto Life 101.  The story chronicles a week in the life of the two boys.  Jones and Newman describe in detail their family life, school life, and general home life (neighborhood etc.).  The second section of this book follows the boys a few years later after a horrific event takes place in their neighborhood involving a young boy, Derrick Morse, witness his even younger brother, Eric Morse, being thrown out of a fourteen story window by two other young boys.

Jones and Newman, themselves, question this idea of individuals as a product of their environment. If one is born into a life of violence will they too continue to lead a similar life, because that may be all they know?  I think it is hard to completely generalize this idea, but there is some evidence that can support it.  The boys who murdered Eric Morse were subject to some horrendous lifestyles leading up to the incident.  Both boys did not live in a two parent household, or a household at all.  One of the boys were squatting in a vacant apartment in the projects with their mother and siblings sharing a single mattress, only to be later deserted by their mother and left to fend for themselves.  Later in life, the boys have found themselves in and out of jail with no occupational possibilities.  Derrick Morse, years later, has also found himself incarcerated after killing someone at a family BBQ.  

Personally, I think it is important for people to read this book, or any book like it that will take the reader out of their comfort zone and introduce them to a life that is not familiar to their own.  I especially think it is important for the future teachers of America, like myself, to read this book.  It is so important to know our students' lives outside of school. It says so much about how they learn or can learn inside of our classrooms...  Are they eating healthy meals?  Are they sleeping at night?  Do they have a home?  Do they have parents?  These are all questions we must ask ourselves when we attempt to change a child's life and give them the best educational opportunities.  Before we meet their needs, we must understand them.

I encourage everyone to listen to the NPR episode:

Ghetto Life 101

http://soundportraits.org/on-air/ghetto_life_101/

-Alex Keenan

JACQUI- VISIT TO THE JESSE WHITE SCHOLARS AND TUTORS PROGRAM

Hi Everyone,

I had an enlightening and wonderful visit with Ms. Yvonne Jones (The Executive Director of the Scholars and Tutors Program) and her team yesterday.

During the visit, I was able to see a classroom, watch a bit of tumbling training, enjoy the interactions of the students with each other and the staff and coaches and through an in-depth question and answer period, gain an understanding of the initial, current and long-term goals of the organization.

The effort that has gone into the entire Foundation; specifically the Scholars and Tutors Programs, will be a point of focus when I submit my detailed blog by mid-week.

I agreed to first send my "report" and interview to Ms. Jones so she can have an opportunity to advise me if anything I am relaying needs to be clarified before it goes on the blog.  I also have some nice pictures I will post at that time.

Its amazing how inspired I was just by hearing all of the wonderful things that happen through the Jesse White Foundation and I can only imagine how a young person is affected whenever they get to actual be involved.

If you want to get some information until the next blog...check out their website

JESSEWHITEFOUNDATION.ORG

Death of Eric Morse - Stephanie Hofer

This entire book is really compelling but the death of Eric Morse really sticks with me the most throughout this book. Eric was only 5 years old when he was killed but not only that the horrific way in which he was killed really haunts you the rest of the book. It's so hard to understand the mentality the boys who killed him had, they were young too about 10 and 11 from what I recall reading. I don't want to blame the city and housing projects for what these boys did to Eric but obviously their environment played a role in their behavior. Having heard stories from my Dad over the years, I understand that you can't just blame the city for actions taken by people. You also can't just blame the parents, it's a combination of things that causes the city to lose control of people. I searched online about the boys who killed Eric and the article was from the Chicago Tribune written in 2006 it stated that one of the boys (Jesse) was out of prison. Those two boys grew up in prison, what they did was horrific. But their lives were permanently tainted by their immature juvenile actions.

Also found this picture of Eric:

JACQUI ONE-

Wow,
Just finished the chapters introducing LeAlan's family, their history in brief and the interviews he did with his immediate family members.  So much strife, mental illness, addiction, and death.
Even with all of the misery, the family still reflects on one another and themselves in a proud way.  They all seem to describe this seemingly inevitable attitude that they did the best with what they had.
I'm continually thinking of my own dysfunctional family as I have called it and now I have to wonder just how bad it was for me; being of "white privilege" rather than "Black from the Ghetto".

The chapter about school was a focal point for me and I was surprised by the Principal's matter-of-fact realism about the students and their interpersonal expectations.  She seemed to be of the mindset that she was not going to make excuses for the students but rather work with them within the boundaries of their circumstances and resources. She speaks of how the students believe that the teachers couldn't possibly see their talents and wouldn't think they could believe in themselves.  She mentions a school system that has become pulverized by a bad reputation, both demographically and in relation to the socio-economic status of the students.

Our America - 2nd time around

This is not my first time reading Our America, I was required to read it a few years back in high school for a class about Chicago. I remember this book really sticking with me and as I am reading it for the second time I am reminded as to why I enjoyed it so much. The interview style for one makes you imagine that you are there listening to several different conversations with these children. When I first read this book I immediately thought to ask my Dad about his knowledge of these project since he had been in them years ago prior to them being torn down. Similar to this book the stories that my Dad had about the years he was around those projects were really sad. This book focuses on the children and the kind of lives they were living, as well as their street knowledge that many had at a young age. Reading this book for the second time has made me see some newer things and research other things about these projects that I didn't think about in high school.

how much street knowledge is too much? posted by Jacqui One

how much street knowledge is too much?

As I contemplate an interview with Ms. Jones at the Jessie White Foundation; Scholars program, I am thinking of the right questions to ask and how to informatively show the connection between the "Second America" spoken about in the book and community advocacy for youth.  I'm hoping the project in its entirety will ultimately show how it takes major effort and trials and tribulations to affect society.  I'm particulary interested in the fact that kids during that time (mid-90's) knew so much about sex and drugs at middle-school age.  It is now almost 20 years later, and even with today's technological advances, my middle-school child is just approaching the fringes of such information.  The project is getting more exciting!  Check back in a few...

Jacqui One

I have read the first 1/4 of the book and I really like the way it's done. the perspectives of the youth is quite compelling and they articulate most of their experiences as if they were adults. This is a testament to the fast, hard lives they had to live. Caring for themselves and living to stay alive day in and day out. I was excited to read how they were aware of current events in their community and across the nation. it was also clear that they were aware of the stereotype they were expected to "uphold" as black kids from the ghetto. I will be reaching out to the Director of the Jesse White Scholars Program next week to set up an interview.

Our America

For the final group project in our educational foundations class, our group has decided to read "Our America - Life and Death on the South Side of Chicago" by LeAlan Jones and Lloyd Newman.  This blog will be, for the most part, our reactions to the text and our contextualization of the ideas in a way that relates to other class materials and to non-profit organizations in Chicago.