Storycorp Education Toolkit

8/6/2019 Storycorp Education Toolkit

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2 Letter from the Founder & President

3 Promote Learning with the

National Day of Listening

4 Recording Interviews

5 Do-It-Yourself Instruction Guide

7 Selected Great Questions List

8 Equipment Recommendations

9 Subject-based Audio Resources

16 Skills-based Audio Resources

19 Promotional Flyer

20 About StoryCorps

educationtoolkitThe National Day of Listening is an effort

to honor friends, loved ones, or members

of your community by interviewing them

about their lives. The Education Toolkit

provides resources to bring the NationalDay of Listening to your classroom or

community.

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StoryCorps is a project about the transmission of wisdom across generations.By recording interviews with older members of their families and communities,

young people will gain a deeper understanding of the world around them. TheNational Day of Listening offers everyone the chance to discover what wonderfuland unexpected stories can emerge from the simple question, Tell me about

your life.

This holiday season, StoryCorps encourages all Americans to celebrate theNational Day of Listening by interviewing friends, loved ones, or members oftheir communities about their lives. To help educators and students participate,StoryCorps has created this Education Toolkit with instructions for conductinginterviews. The Toolkit also includes links to StoryCorps audio segments thatcan be played along with subject- and skills-based discussion questions andactivities. The resources here can easily be made into lessons that address statestandards for social studies or language arts curricula.

Last year we heard from a variety of educators who embraced the National Dayof Listening as a way to promote curiosity and learning. At Minneapolis Schools,

Adult Basic teacher Darlene Hays used StoryCorps bookListening is an Actof Love in her ABE/GED classes, along with audio segments from StoryCorps

website. Students interviewed each other and learned how to record theirinterviews on computers.

This has been an amazing experience for students, as well as staff! Hays said.

This kind of feedback has proven what a powerful teaching tool the National Dayof Listening can be. Please share your thoughts on the National Day of Listeningwith us at nationaldayoistening.org, and tell us how you, your school, or yourstudents participated this year.

Thank you for being such an important part of StoryCorps second annualNational Day of Listening.

Sincerely,

Dave Isay

Dear Educators,

Dave Isay

Dave Isay is the founder ofStoryCorps and the recipient ofnumerous broadcasting honors,including ve Peabody Awardsand a MacArthur GeniusFellowship.

He is the author/editor offour books that grew out ofhis public radio documentary

work, including the rst-everStoryCorps book,Listening Isan Act of Love, aNew YorkTimesbestseller.

From the StoryCorps Founder & President

Education Toolkit | 2nationaldayoflistening.org


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Culture

By listening to the experiences of

others, students will confront thesimilarities and differences thatexist between people. They will seethemselves as part of both local andextended cultures and will considerhow those cultures help shape them as

individuals and members of a group.

The National Day of Listening is an effort to honor friends,

loved ones, or members of your community by interviewing

them about their lives. This toolkit contains activitiesdeveloped for students in 7th grade and higher. It provides

the resources necessary to teach students how to conduct

interviews, and it includes audio clips to be played with

corresponding activities. It also addresses these educational

themes outlined by the National Council for the Social Studies:

Continue the conversation:

Write about your experience at

www.nationaldayoistening.org.

Sign up for the StoryCorps

weekly newsletter at

www.storycorps.org/ml

Join StoryCorps on Facebook,

and follow us on Twitter.

Post your National Day of

Listening photos to StoryCorps

Flickr Group.

Post your National Day of

Listening recordings on

Facebook or www.box.net.

Promote Learning with the National Day of Listening

Incorporate the National Day of

Listening into your educational

programming:

Assign Do-It-Yourself

interviews to your students

during the holiday season.

Open a quiet location in your

school or community to record

interviews.

Sponsor a National Day of

Listening essay contest; ask

students to write about what

they learned from participating

in the days events.

If you have experience withaudio equipment, host trainingseminars for interviews,

recording, and audio editing.

Print out and distribute the yer

Great Questions List, and Do-It-

Yourself Instruction Guide.

Write a blog post or article in yourschool newsletter explaining how

and why you are participating in

the National Day of Listening.

List your National Day ofListening events on community

bulletin boards and social

networking websites.

Time, Continuity, & Change

Listening to the diverse, authentic voices

in the audio segments allows students tounderstand differences in historical andcontemporary perspectives. They will

view signicant historical events throughindividual experiences and understandhow individual Americans shaped thoseevents.

Individual Development &Identity

Students will differentiate among the

voices represented in the stories torecognize the inuences that shape apersons identity, including culture,

groups, and institutions.

Civic Ideals & Practices

Students will use individual stories asevidence to evaluate the gap between

our countrys past and present practicesand the democratic ideals upon which itis based.


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Personal interviews are

a useful tool for studying

the past, and they alsopreserve the voices of our

time for future generations.

Collectively, they tell our

shared history in the voices

of the people who lived it. By

sharing these interviews in a

community, we can discover

how much more we share

in common as a nation than

divides us.

Students can conduct interviews withlocal senior citizens, older relatives,and mentors. The stories on this pageprovide examples of what can happen

when people sit down to interview afriend or loved one. Listen as theseparticipants tell their stories, bothpersonal and historical. Use theDo-It-Yourself Instruction Guide on

pages 6-7 to record similar storiesthat reect your community.

Recording Interviews

Jos & Grace Cruz

Jos Cruz tells his daughter, Grace, about living in Villa Juana, aneighborhood in Santo Domingo, Dominican Republic, while hismother was living in New York City.

Anthony DAndrea

Anthony DAndrea tells his daughters Monica and Mary about auto-graph hunting outside Yankee Stadium in the 1940s.

Ezra Awumey & Sam Harmon

Ezra Awumney interviews his grandfather, Sam Harmon, a World War

II veteran.

Tom Geerdes & Hannah Campbell

Hannah Campbell interviews her father, Tom Geerdes, about cominghome from war.

James Lacy & Jamie Breed

90-year-old James Lacy tells his daughter, Jamie Breed, about hisfathers general store in Comanche County, Texas.

Audio is available at:

www.nationaldayoistening.org/resources/recording-interviews

You can also select stories fromListening Is An Act of Love, StoryCorps rst-

ever book, to read aloud. You can nd it at your local library or bookseller.

stories

discussion Questions

What kinds of things did the1.interviewers in these stories learnabout the storytellers?

Why was it important for the2.storytellers to share their stories?

What do you think is the importance3.of telling your own story? How

would it make you feel?

When was the last time you sat4.down with a loved one and askedto hear about his or her life? Were

there any distractions during theconversation? What is the difference

between talking over the phone andtalking face-to-face?

Of all the people you know, whom5.would you most like to interview?Using StoryCorps Great QuestionList, what are the questions you

would most like to ask that person?Share three questions you would

want that person to ask you.


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1. Select Your Interview Partner

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The StoryCorps experience is not limited to our recording booths. We encourage everyone to conduct Do-It-Yourself interviews inyour home, workplace, or community. Choose a friend, colleague, or loved one to interview, and nd some recording equipment.Theres no wrong way to do it. Just listen closely, and ask the questions youve always wanted to ask. Heres how:

national day of listening


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6. Begin the Conversation

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7/20

Great questions for anyone

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Questions about growing up

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Questions about working

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Questions about serious illness

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Questions about military service

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Although StoryCorps cannot archive Do-It-Yourself recordings at the Library of Congress, we still encourage you to record,preserve, and share Do-It-Yourself interviews for generations to come. Here are some equipment recommendations to help you

along the way.

Portable Digital Recorders

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Mp3 Players

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Traditional recorders

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Computers

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Mobile Phones & Video Cameras

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Headphones

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Microphones

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Share your interviews online

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In the pages that follow, youll nd a

track list and sample discussion questions

and activities to explore each subjectarea listed below. Each page can be

photocopied and handed out for individual

study or used to help build a lesson plan

for the class as a whole. To access the

audio, follow the URL at the bottom of

each track list.

Subject-based Audio Resources

11 Immigration

12 Labor History

13 War & Conict

14 The Civil Rights Movement

15 Memphis Sanitation Workers Strike &

the Assassination of Martin Luther King Jr.

16 Hurricane Katrina

suBJects



10/20


ImmigrationHow do stories from immigrants both challenge and embody the American Dream?

stories

Juliet Jegasothy & Sheena Jacob

Juliet Jegasothy came to the United States from Sri Lanka. In this story

she tells her friend Sheena Jacob about one American tradition for

which she was not quite prepared.

Ramon Chunky Sanchez

Ramon Chunky Sanchez grew up in a small farming town in California

in the 1950s. As happened with many Mexican American children

during that time, his name was changed at school.

Blanca & Connie Alvarez

Blanca Alvarez talks with her daughter Connie about coming to Los

Angeles more than thirty years ago. She came to join her husband after

illegally crossing the border from Mexico. Blanca and her husband

became naturalized citizens in 1985.

Lourdes & Roger Villanueva

Lourdes Villanuevas parents were migrant workers, harvesting fruit

throughout the South. In this story, Lourdes talks with her grown son

Roger about going to school throughout her familys many moves.

Lourdes Cereno & Julia Markley

Lourdes Cereno Markely was born in the Philippines. When she was ayoung woman in the 1960s, she was determined to attend college in the

United States.


www.nationaldayoistening.org/resources/immigration

Questions & actiVities

What challenges do immigrants1.

face after they arrive in a newcountry? How did the peoplein these stories cope with thesechallenges?

What stories have you heard from2.older relatives about moving to anew country or a new place? Do

you have any traditions in yourfamily that you carried with youfrom another place or culture?

What factors might drive people3.

to leave their homes? What mightattract them to move to a new cityor country?

In some of these stories, language4.pronunciation, and personal nampresent points of confusion andcontention. Why might a languagor a name be worth preserving?

What are some experiences youvehad with the misunderstandingsacross cultures?

Who are the people new to5.your school or neighborhood?Research personal histories fromthose countries or regions. Ifpossible, talk with new residentsto learn about what have been thechallenges or rewards of movingto your area. Share what you learn

with your class.

Lourdes Cereno & Julia Markley


11/20


Joyce Butler

Dot Kelly helped build ships during World War II in the South Portland

Shipyards in Maine. As a recent divorcee, she raised four children on

her own. In this story, Dot Kellys daughter Joyce Butler remembers her

moms struggle to keep the family together.

Elmore Nickelberry & Taylor Rogers

Elmore Nickelberry and Taylor Rogers remember the workingconditions that prompted them to go on strike as Memphis sanitation

workers in 1968.

Ken KobusKen Kobus tells his friend Ron Barraf about his father, John Kobus, who

worked in a steel mill for nearly 40 years.

Betty Esper & Mark Fallon

Betty Esper talks to her friend Mark Fallon about life in Homestead,Pennsylvania, before the U.S. Steel mill closed in the 1980s. For morethan a century U.S. Steel-Homestead Works was the agship mill of the

American Steel industry. When the mill closed, Esper, a desk clerk, lost

her job.

Mark Sullivan

Mark Sullivan grew up in Connecticut during the late 1950s, when the

state produced very large amounts of shade leaf tobacco. During the

summers local teenagers such as Mark went to work in the elds.

Lawrence Anthony and David ShirleyLawrence Anthony, who has been cutting hair for more than 60 years,and his fellow barber David Shirley talk about their work.


www.nationaldayoistening.org/resources/labor-history

stories Questions & actiVities

What wisdom or specic1.

knowledge do you gain from thepeople in these stories? Whatfollow-up questions would you

want to ask these storytellers andwhy?

How does your work as a student2.compare to the jobs described inthese stories? What parts do yourelate to and why?

Do3. these jobs exist today? What i

different and what has stayed thesame?

Why do people stay in jobs that4.are difcult or dangerous? In

what ways have workers gainedprotections in their jobs?

Interview your parents or neighbor5.about their jobs. Ask specicquestions and be sure to ask howtheir job has changed over time.

Labor HistoryHow does a persons job shape his or her life?

Betty Esper & Mark Fallon


12/20


Joseph Robertson

Joseph Robertson speaks with his son-in-law, John Fish Jr., about his26 years of service in the army. Here, he remembers a German soldierhe killed at the Battle of the Bulge during World War II.


Tom Geerdes served in Vietnam as an Army medic. He tells hisdaughter Hannah Campbell how the experience stayed with him longafter his deployment ended.

Rebecca Fuller & Jenny Francis

Rebecca Fuller and her sister, Jenny Francis, remember their brotherFirst Lt. Travis John Fuller. On Jan. 26, 2005, Lt. Fuller and 30 othersdied in Iraq when their helicopter crashed in a sandstorm.

Papsy & Griselda Lemus

Sergeant Papsy Lemus served in Baghdad in 2007. She is also themother of two little girls. In this story, her nine-year-old daughter,Griselda, asks her some questions about her time at war.

Allen Hoe

Allen Hoes son, First Lieutenant Nainoa Hoe, died in Iraq in early2005. On Memorial Day of that year, Allen traveled from his home in

Honolulu for services held at the Vietnam monument in Washington,D.C. Army nurses returning home from the war were also beinghonored there, and in this story Allen talks about meeting one of them.

Wayman Simpson

Wayman Simpson served in the Korean War. He was captured in 1950,soon after ghting began. As a POW, Simpson came under the commandof a Korean ofcer, nicknamed The Tiger, who led the prisoners on a

brutal, 9-day trek that claimed nearly 100 lives. The ordeal came to beknown as the Tiger Death March.


www.nationaldayoistening.org/resources/war-and-conict


How did war affect these veterans1.friends and families? How do timeand memory play a role in thesestories?

What has been your experience2.with war? Have you or anyone youknow experienced anything similarto the people in these stories?

How do the current wars in Iraq3.and Afghanistan affect you? Howdoes hearing the stories from Iraq

(Fuller, Lemus, & Hoe) add to yourunderstanding of those conicts?

These stories reveal the personal4.side of war. Interview membersof your family or seniors in yourcommunity about their experiences

with military conict. You can workon a question list as a class.

Research oral histories from others5.involved in these same wars and

conictsincluding both civiliansand members of the military. Whatdo you learn from reading multipleperspectives on the same events?

stories

War & Conict: Personal ImpactsHow does war impact the lives of those in the military and those back home?



13/20


Sam Harmon & Ezra Awumey

Sam Harmon tells his grandson Ezra Awumey about visiting Washington,D.C., while he was serving in the Navy during World War II.

Theresa Burroughs

In the early 1950s, Theresa Burroughs had reached voting age and wasready to vote. But actually exercising that right proved difcult. Here,she tells her daughter, Toni Love, about trying to register at the Hale

County Courthouse in Alabama.

Jim McFarland

Jim McFarland was born in New York City in 1944, but his family wasoriginally from the South. In this story, he recalls annual trips to thesegregated state of South Carolina when he was a boy.

Reverend James Seawood

Reverend James Seawood describes Sheridan, Arkansas, where he

grew up in the early 1950s. When the Sheridan school district started

to discuss integration, black families were soon forced to leave the area.

The local lumber mill owned their houses and forced them to relocate

out of town. But as Reverend Seawood tells us, the small African-

American school held on.

Leon & Angela MayLeon May joined the Marine Corps in 1943, shortly after it was integrated.

May was eighteen-years-old and had recently graduated from high

school in Detroit. In this conversation, he tells his daughter, Angela,

about leaving for basic training at Camp Lejeune in North Carolina.

John Hope Franklin

The late John Hope Franklin, historian and scholar, lived through many

dening eras of racism in America. Here he speaks with his son about

growing up in Tulsa, Oklahoma, in the 1920s.


www.nationaldayoistening.org/resources/the-civil-rights-movement


How does discrimination affect1.

the lives of the storytellers bothphysically and emotionally? Have

you experienced similar situationHow did that make you feel?

These stories refer to events that2.occurred both during and after thCivil Rights era. What has changesince then? What hasnt?

What are the major civil rights3.concerns of your time? Brainstorm

whom you might want to interview

about todays struggles and thespecic questions you would wanto ask.

What role did your own town or4.region play in the Civil RightsMovement? Interview long-timeresidents or research oral historiefrom your area to nd out more.How do those stories compare tothe stories in this section?

stories

The Civil Rights MovementHow did African Americans experience life in the Civil Rights era?

Leon & Angela May


14/20


stories

Elmore Nickelberry & Taylor Rogers

Former sanitation workers Elmore Nickelberry and Taylor Rogers

remember going on strike in 1968.

Taylor & Bessie Rogers

Taylor Rogers and his wife, Bessie, talk about the Memphis Sanitation

Workers Strike and Dr. Kings visit. The Rogerses were both at Mason

Temple on April 3rd, 1968, when Martin Luther King Jr. delivered his

nal speech.

George TurksReverend George Turks Jr. remembers witnessing the 1968 Memphis

Sanitation Workers Strike as a teenager.

Ella Annette Owens

Ella Owens tells her daughter, Lynn Reed, about participating in a

march during the 1968 Memphis Sanitation Workers Strike.

Herb Kneeland & Martavius Jones

In the late 1960s and early 1970s, Herb Kneeland spun records at

WDIA, the rst radio station in America programmed entirely by

African Americans for African Americans. In this conversation with hissons, Martavius Jones and Herb Junior, he remembers being on air

after Rev. King was assassinated.

Kathy Dean Evans

Kathy Dean Evans remembers the night Martin Luther King Jr. wasassassinated.


www.nationaldayoistening.org/resources/memphis-strike-and-mlk-

assassination


What were the working conditions1.

of the Memphis Sanitationworkers? Why did Dr. MartinLuther King Jr. come to Memphisto work with them?

From what youve heard here, wha2.do you think it would be like tohave been in Memphis at this time

What would you have been doing?

Dr. Martin Luther King Jr. was3.known for his ability to move crowdthrough his speeches. Why do youthink his speeches had such a pro-found impact on listeners like Tayloand Bessie Rogers? Do you think hi

speeches are still relevant today?

The speech that Taylor and Bessie4.Rogers remember is one of themost famous speeches in Americahistory. Ask your grandparents orseniors in your community if theyremember hearing it. What was itlike to be alive then? How has the

speechs message stood the test oftime?

Talk to sanitation workers in your5.town. What is their daily work likeDo they know about the strike?

You can play them the story ofNickelberry & Rogers. How aretheir jobs the same and how arethey different?

The Memphis Sanitation Workers Strike & the Martin Luther King Jr. Assassination

How did the people of Memphis experience the assassination of Dr. Martin Luther King Jr.?

Herb Kneeland & Martavius Jones


15/20


stories

Rufus Burkhalter & Bobby Brown

New Orleans Pump Station workers Rufus Burkhalter and Bobby Brown

remember the night Hurricane Katrina hit.

Douglas P. deSilvey

Doug deSilvey lives in Gulfport, Mississippi. Here he talks about his

wife, their daughter, and his mother-in-law.

Antoinette Franklin

Antoinette Franklin and her niece, Iriel Franklin, talk about relocating

to Houston after Hurricane Katrina.

David Duplantier & Melissa Euguene

New Orleans police ofcer David Duplantier tells his wife, Melissa

Eugene, about patrolling the Superdome during Hurricane Katrina.

Dr. Kiersta Kurtz-Burke & Dr. Justin Lundgren

Dr. Kiersta Kurtz-Burke tells her husband, Dr. Justin Lundgren, about

caring for patients at Charity Hospital in the days following Hurricane

Katrina.

Joshua Norman & Rachel LeiferNewspaper reporter Joshua Norman tells his girlfriend, Rachel Leifer,

about reporting on Hurricane Katrina.

Roy & Anthony Calabrisi

Roy Calabrisi and his brother, Anthony, talk about rebuilding their lives

after Hurricane Katrina.

John W. Taylor Jr.

John W. Taylor Jr. describes how New Orleans has changed since

Hurricane Katrina.


www.nationaldayoistening.org/resources/hurricane-katrina


What did you learn about living in1.

the New Orleans area during thestorm and its aftermath? Whatsurprised you?

Why were several of the storytell2. eso determined to stay in NewOrleans? Discuss or write about thplace you think of as home. Why ithat place important to you? What

would it take to make you leave?

After listening to the stories, what3.do you think was lost with the

storm? What remains?

These stories were recorded4.in 2006, less than a year afterHurricane Katrina struck NewOrleans. What has changed sincethen? Search for evidence of howtodays New Orleans compares tothe New Orleans of 2006. Howmight it change in the future?

What natural disasters or5.

challenging times have hit yourtown or area? Interview residents

who lived through those times. Usthe stories here to get inspirationfor what questions to ask.

Hurricane KatrinaWhat was it like to live through Hurricane Katrina and its aftermath?

Iriel & Antoinette Franklin


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Skills-based Audio Resources


Weve designed some simple skills-based

activities to go along with StoryCorps

stories. On the following two pages, youllnd prompts and story links for creative

writing and public speaking activities.

Each page can be photocopied and handed

out for individual study or used to help

build a lesson plan for the class as a whole.

To access the audio, follow the URLs found

at the bottom of each page.

17 Creative Writing

18 Public Speaking

skills


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As you listen to these stories, try to imagine yourself as the storyteller or a person in the

story. Once youve nished listening, follow the prompts below to write creatively about the

people and places in these stories. What might the other characters in the stories think orfeel? What do you think their lives will be like?

actiVities

Activity 1: Unexpected Turns

31-year-old Julio Diaz is a social

worker from New York City. Every

night Diaz ends his hour-long

subway commute home one stopearly so he can eat at his favorite

diner. But one night, as Diaz

stepped off the train and onto a

nearly empty platform, his evening

took an unexpected turn.

Activities:

Where is the turning point in

this story? Imagine a change at

the point you have identied,

and create an alternate ending.

Write this story from the

perspective of the mugger.

What might have happened

that night before he tried to

mug Mr. Diaz? What were his

reasons for eating with Mr.

Diaz? What was he thinking as

they shared their meal? What

could have happened after the

mugger left the diner?

Write a mock news articlecovering the events recountedin this story. How would youportray Mr. Diaz and his

mugger?

Activity 2: Hard Times

After leaving the Marines, George

Hill became addicted to drugs and

alcohol. He soon found himself

on the streets of Los Angeles,homeless for a dozen years. Hill

has now been off the streets for

more than ten years.

Activities:

George Hill talks about the

misery of rain. How might

being homeless alter your

reaction to otherwise small

inconveniences such as

rain? Write about how theseexperiences would change your

life over the course of a day, a

week, or a year.

Veterans account for more

than 20 percent of all homeless

people in the United States.

Research factors that can result

in homelessness, then write

a story from the perspective

of someones rst day on the

streets. What situations orcircumstances led to their

homelessness? What are they

thinking about? How do they

perceive others around them

those with homes and those

without?

Activity 3: Clash with History

Eric Lamet was a boy living in

Austria during the 1930s. His

family was Jewish. When Nazi

Germany overtook Austria, EricLamets family ed to Italy. There

they were separated from his

father and had no contact with him

through the end of World War II.

Activities:

Imagine a conversationbetween Eric Lamet and his fa-ther when they reunited. How

would such a meeting begin?

For example, what thoughtsor emotions might their body

language convey?

Contrast Eric Lametsmemories of his father beforeand after the war. Includedetails such as mannerismsand dress to show how thephysical changes representmental and emotional

differences as well.

Creative Writing

Audio is available at: www.nationaldayoistening.org/resources/creative-writing


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The stories for each topic are designed to be played before beginning work. After listening,

tell your own story related to the topic as a public speaking exercise.

iMPortant inFluences

The people we know can have a signicant impact

on our lives. They can challenge us, offer us

guidance, or provide support and encouragement.

Speak about a person who has had an impact on

your life.

Dr. Lynn & Kimberly Weaver

Dr. Lynn Weaver talks to his daughter, Kimberly,about the importance of his father in his life.

Ricky BooneMagician Ricky Boone, who has a rare bone

disorder, tells his friend Patti Barber about

learning magic.

Joe & Lorraine PigottWilly Earl Pip Dow often found himself on the

wrong side of the law. His exploits repeatedly

landed him in the courtroom of Judge Joe Pigott.

Judge Pigott served nearly two decades on thebench in Jackson, Mississippi, but he says no

defendant confounded him more than the man

called Pip.

Hee-Sook and Joyce Kim LeeHee-Sook Lee tells her daughter, Joyce, about

a couple who gave her a model for the kind of

relationship she wanted to have.

MisunderstandinGs

Misunderstandings can be both humorous and

painful; they can bring people closer together or

push them further apart. Speak about a moment

when you felt misunderstood or a time you

misunderstood someone else.

Brian Miller and Johnathan Emerson

Brian Miller talks to his son, Johnathan Emerson,about adopting him nearly ten years ago.

Betty JenkinsBetty Jenkins is 94 years old. As a younger

woman, she received a gift from her mother. It

was meant to attract the attention of young men.

But the attention she received was not the kind

she wanted.

Sarah & Joshua LittmanJoshua Littman was diagnosed with Aspergers

Syndrome, a form of autism, when he wasve. His mom, Sarah, describes children with

Aspergers as born without social genes. They

can come across as eccentric and have obsessions;

for Joshua, its animals. At the time this interview

was recorded, Joshua was in the seventh grade.

Tomas Kubrican and Carol MittlesteadtTomas Kubrican is from Slovakia. Carol

Mittlesteadt is from Wisconsin. Working at a

restaurant brought them together.

Public Speaking


Audio is available at: www.nationaldayoistening.org/resources/public-speaking


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Join StoryCorps on the National Day of

Listening to record and share the

stories of your family, friends, and

community members. This year, plan to

sit down with people in your community

on the day after Thanksgiving to ask the

questions that matter and to record your

conversations to enjoy for years to come.

Become a part of this new and exciting

movement that demonstrates the power

of listening, the joy of storytelling, and

the value of every life.

Find out more:

We offer free resources to individuals

and families, educators, and community

service organizations who want to

participate in the National Day of

Listening.

Get involved today!

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About StoryCorps

StoryCorps is an independent nonprot project whose mission is to honor and

celebrate one anothers lives through listening.

Since 2003, over 50,000 people have interviewed family and friends throughStoryCorps. Each conversation is recorded on a free CD to share and ispreserved at the Library of Congress. StoryCorps is one of the largest oral historyprojects of its kind, and millions listen to our broadcasts on public radio and on

www.storycorps.org.

Help StoryCorps record, preserve, and share even more stories from communi-ties like yours throughout the United States atwww.storycorps.org/donate.

National partner organizations:

Major support for StoryCorps isprovided by:

About StoryCorps

Listen to stories

Stories from StoryCorps interviews are broadcast

every Friday on NPRsMorning Edition.

Listen to hundreds of stories online at

www.storycorps.org/listen.

Subscribe to our podcast on iTunes and at

www.storycorps.org/listen/podcast.

Also available is ourNew York Timesbestselling book,

Listening Is an Act of Love, a selection of some of the most

remarkable stories from our archive, arranged thematically

into a moving portrait of American life.

Read our books

StoryCorps newest book,Mom, presents a celebration of

American mothers from all walks of life and experiences.

Selected from StoryCorps extensive archive of interviews,

Mom presents the wisdom that has been passed from

mothers to their children in StoryCorps recording booths

across the country.

Storycorp Education Toolkit

Documents