Category Archives: Social issues

The Internment of Japanese Americans During WWII

The Internment of Japanese Americans During WWII

By Fanny Wong, Chinese American author, New York.

The United States is a nation of immigrants. Japanese immigrants started to arrive on the Hawaiian Islands in the 1860s to work in the sugarcane fields. Later, many moved to the West Coast of the U.S. mainland to work as farmers and fishermen. By 1911, over 400,000 Japanese men and women had immigrated to the U.S. 

At the beginning of the 20th century, the Japanese were portrayed as the enemy of the American worker, just as Chinese immigrants were decades before. The Japanese farmers were the envy of white farmers who did not use as many labor-intensive methods and were less productive.

On December 7, 1941, the Japanese planes attacked Pearl Harbor. Navy ships were destroyed and many American servicemen died. On the West Coast, the government immediately began rounding up Japanese newspaper editors, community leaders and labor organizers. Their families were not told the reason or where the men were taken.  

The entire Japanese American population within 100 miles of the West Coast and Hawaii was considered dangerous, possibly spying for Japan. An 8 p.m. curfew and a five-mile travel limit were imposed on all persons of Japanese origin. On February 19, 1942, President Franklin Roosevelt signed Executive Order 9066, sending the Japanese and Japanese Americans to ten hastily built internment camps in Arizona, Arkansas, California, Colorado, Idaho, Texas, Utah, and Wyoming.   

The Japanese were shocked beyond belief. Two-thirds of the 120,000 internees were American citizens, born in the U.S. They were forced to sell or abandon most of their possessions, houses, cars, boats and land. Their possessions, including precious farmland, were sold at a bargain to white farmers. They had only a few days to pack and could bring only what they could carry. 

The camps were located where the weather was very hot in the summer and cold in the winter. The barracks were shoddily built, covered with tarpaper on the outside. Only canvas cots, a light bulb and a potbelly stove for winter warmth were supplied. Each family had to build its own plain furniture such as a table, chairs and shelves. There was no insulation. Dust and wind blew in through the cracks of wood that had not aged properly and shrank. Four families in small rooms shared one barrack. Within each room, blankets and sheets could be hung to provide some privacy. 

There was no way to escape these prisons. Barbed wires surrounded the camps. Armed guards surveyed from watchtowers. Life was regimented.There were lines for meals, the shower, the toilets and the laundry in communal buildings.  

In the beginning years, the food was American, such as hot dogs, stew, potatoes, liver and cow tongue, which the Japanese were not used to. Later, they grew their vegetables and even made tofu, soy sauce and noodles. Rice was added to the menu. The government spent only thirty cents a day per person on food.  

The internees were put to work with very low wages, from $8 to $19 a month. The camps needed cooks, office and field workers, food servers and construction workers. But many were bored. To relieve boredom, the internees organized outdoor sports for adults and youngsters. Baseball was a favorite pastime for spectators as well. Primitive baseball fields were leveled, rocks and stones removed. There were a variety of other activities, including movies, talent shows and holiday celebrations. 

Grandma Okita’s Embroidery Class, Minidoka Concentration Camp. Photo: Courtesy of Japanese American Museum of Oregon, Portland, Oregon. Permission from JAMO required for further reproduction.

The internees were stoic about the experience, often repeating “Shikata ga nai” meaning you can’t change it. They tried to make their lives as pleasant as possible. They ordered fabric from catalogs to make curtains and tablecloths. Paper flowers decorated the rooms. They created tiny gardens in front of the barracks and even small ponds to make their bleak surroundings acceptable. They created handicrafts from dead trees, wood and material found around the camps. Painters, both professional and amateur, recorded the daily activities of the camp in their artwork. Art lifted the spirits of the internees. Their acts of beautifying their surroundings were something the government and the prison guards could not take away from them.  

Some 17,000 children under the age of ten were among the internees and more were born in the camps. Schools were organized for the children from kindergarten to high school. Used textbooks were sent from nearby schools. Most of the teachers were Japanese, although there were some white teachers who had better living quarters. 

In some households, family closeness was a casualty. Children witnessed their parents’ loss of control in their lives. The parents lamented that the children would rather eat with their friends at the mess halls. Teenagers became more rebellious as many of their peers did in the outside world. But in their abnormal lives, the strain was more severe.

Still, the internees were patriotic. They made camouflage nets, bandages for the war, donated money for the Red Cross, and collected metal for recycling.

Nisei Veterans of the 442nd RCT, Minidoka Concentration Camp. Photo: Courtesy of Japanese American Museum of Oregon, Portland, Oregon. Permission from JAMO required for further reproduction.

Beginning in February 1943, citizens of Japanese descent were permitted to enlist in the Army and Navy. Many young men joined the 442nd Regimental Combat Team (RCT) that was comprised of all Japanese American soldiers and fought valiantly in Europe. This regiment was the most decorated unit in the army. They operated in some of the most dangerous battles, and therefore, had the highest casualty rates (9,000 dead or wounded). They put their life in danger for the country even though their parents and relatives were in the internment camps. When the soldiers were wounded, when they were released after treatment, they would be sent right back to the internment camps. 

Towards the end of war, the government began releasing large numbers of the internees. The internment camps were empty by the end of 1945, and the last one closed in March 1946. Most Japanese Americans did not return to their hometowns because there was nothing to return to. Those that did return had a difficult time finding work and accommodations. A small number chose to go back to Japan. Each released person was given just $25 and a bus ticket to start their new life.

At the end of the war, no American Japanese were found to be spying for Japan. Later research proved that some American officials were guilty of falsifying reports that were used as the basis for the government’s internment decision.

In 1988, President Ronald Reagan signed a legislation apologizing for the internment on behalf of the U.S. government. In 1990, the first letters of apology signed by President George Bush were mailed. Surviving interned Americans and their heirs received $20,000 compensation for each individual. For many, the apology and the check came too late—they had lived a very difficult life, and many of them had already died. 

After the 9-11 attack by Muslim terrorists, fear mongering and Islamophobia depicted Muslim as dangerous to Americans just as the Japanese were demonized after the Pearl Harbor attack. The anti-Muslim sentiments being expressed in the country led the Japanese American community to publicly state that the horrible injustice done to them in WWII must not be repeated. It continues to raise its voice whenever an ethnic group is unjustifiably targeted. 

By Fanny Wong, Chinese American author, New York.

Editor’s Note: May is celebrated as the Asian American and Pacific Islander Heritage Month in the country. 

Never Give Up is an award-winning documentary that teaches about the discrimination faced by the Japanese American community and the issues described in the above article. You can get details from the website: www.minoruyasuifilm.org

The Most Precious Gift

By Yarynka Yarosh, age 15, grade 9, Kyiv, Ukraine.

Standing near the window in her room, Christine cried quietly. She had long ago learned to wail silently so that no one would hear. Especially Mom. Or maybe she had just spent all her loud tears. Sometimes, after a series of such noiseless sobs, her pillow was too wet to sleep upon. Now those silent, salty streams were there once more, flowing down her cheeks, sprinkling her favorite violet raglan. 

Down there, in the yard, her friends are playing volleyball. Olenka serves the ball to Max, he hurls it over the net at Slavko, but Slavko palms the ball back skillfully. Twins Marusya and Oles` back him up closely. The whole team was there, except Christine!

The last time, they had played together was at the start of November, before the first snow. Then came that long and cold winter when Christine fell ill. Now, all the danger was past her, but she still couldn’t play. So every single day she just stood at her window, hidden behind the curtain and watched the exciting game. Her friends shouted for her every time they went out, but she rejected all invitations. She had no difficulty running. No, there was another reason—she just couldn’t confide in them. 

Christine sighed and sat on her bed, burying her head into her hands. Not a single hair under her fingers.

Last year had changed Christine’s life radically, ruining plans, dreams. The hospital room, IV`s, doctors, that awful laser lamp, endless chemos were again flickering before her eyes. Christine had no wish to replay all those dreadful months in her head, so she shook her head like she used to do before all that when she still had her beautiful hair. Oh, she was so proud of it! She had the longest hair in her year! And now she has nothing, but plenty of unpleasant thoughts scurrying in her head, like a scattered jigsaw puzzle. Christine was so full of self-pity that she started to cry again. After all this, she had learned to bear physical pain, but not the absence of her chestnut curls.

Oh, how she wanted to run with the “Volley Sixth” again, but…

Christine didn’t want her friends to see her without hair—anything but that! Her pals still had no idea that she was now bald—her parents bought her a wig so that no one would ever know.

Illustration by Yarynka Yarosh, age 15, grade 9, Kyiv, Ukraine

Christine got up and returned to the window. The field was now ringing with laughter—Slavko had just returned the ball in an unusual manner, locking his fingers in a weird knot. Christine poked her head out of her hidey-hole behind a curtain and imagined herself running over the field with her friends. There she is, taking a pass from Slavko, then feeding the ball out to Olenka and running for it just in time to catch a master shoot from Oles`, and then…

Everybody at the field was suddenly staring at her, at her window. Five confused faces. Absent-mindedly Christine scratched her head and suddenly the chills went up her spine… She had forgotten to put her wig on! She usually went about the flat without her fake hair and watched the game from behind the curtain. Today, however, she got so carried away she completely forgot to mind the “danger zone”.

Realizing that her friends saw her baldness the girl yelped and hid her face in her hands. Then she darted away from the window, fell on her bed, and burst into tears. Tomorrow’s her birthday and all the members of “Volley Sixth” were planning to visit—that was the most tragic thing of all!

Her Mom came into the room, alarmed.

“I`m the only bald person in my class! No, in the whole school, in the whole city!” cried Christine loudly, like the moment she was told about her diagnosis. “I don’t want any party on my birthday!” 

Mom hugged her tenderly. “But your hair will grow back, for sure, my skylark,” she soothed. 

“I can’t speak to them normally, knowing they saw me bald!” 

“If they are really and truly your friends, that should mean nothing to them,” she responded. 

But does she really have… true friends?

That night Christine had a beautiful dream. 

“Come on, Christine, serve it! That’s my girl!” shouted Slavko. 

“It’s so good to play volleyball with my friends!” Christine was rejoicing, serving the ball on the other half of the field. Suddenly, she saw it hurtling towards her. She wanted to break it, but her knees quaked and felt like cotton…

Somebody touched her shoulder very softly. Christine opened her eyes and instantly squeezed them tightly shut, hiding from the tickling morning light… Mom and Dad were standing near her bed, smiling and holding a present. So she had only dreamt about the game, how sad!

“Ding-dong,” rang the entry phone in a while. Christine quickly slipped her wig on. 

And there they were! Olenka, Slavko, Maxim, Oles` and Marusya. They had come empty-handed, and for some reason, were all wearing hats. 

 “Well, as agreed! On the count of three,” cried Slavko. “One, two, three!”

“Happy birthday!” And they swept off their hats as one.

They all had clean-shaven their heads! 

And they hugged the birthday girl, all at once.

That was the best birthday party Christine ever had! 

After the birthday treats, “Volley Sixth,” now fully complete, went to the sports ground before Christine`s window. Now Christine had difficulty identifying her friends on the field, she still hadn’t got over their new hairstyles. 

Then she remembered her dream. Now she couldn’t recall whether she had her curls there or not. Not that it had any importance now. She was quite happy without her hair now, for she had true friends.

By Yarynka Yarosh, age 15, studies in grade 9, Kyiv, Ukraine.

Yarynka writes, “I like painting, playing piano, reading, speaking with my family about anything, writing poetry, and stories, of course. I’m from Ukraine, and I want peace in the whole world, and for ourselves.

“On the 9th of March, we were forced to leave our home city, beautiful Kyiv (because of the Russian invasion)… Now my family and I are in a safe place, and I’m so thankful to God that we are still alive! But my grandparents are still in Kyiv. Please, pray for them!

“I was really surprised, when I read your email (of acceptance). I’m thankful for your positive response. You made me happy and gave me more confidence and hope 🙂 Ukraine needs your prayers, we feel your emotional support.”

What Would Our Ancestors Think

Art and Poem by Daniel Liu, age 16, New York.

There is constant talk

Of the world ending in three days

Or is it four years, or five decades, but definitely when

the polar bears start swimming to New York

The sea groans and rumbles

As waves upon waves of human trash clog her up

She sniffles amidst the crushing silence

Sea snot collects on her waves

History starts to crumble

Our oldest trees cut down

Nature groans and shakes

In a futile effort to stop the abuse

The planet prepares itself for destruction

The pain is unlike anything she has ever experienced before

Crops shrivel up in the infernos that run rampant across the landscape           

Such displays are necessary to attract humanity’s short attention span

Animals feel nature’s anguish

They flee North

Until they cannot go any further

More lives snuffed out by humanity’s greed

The most vulnerable of the population suffer

Heat waves overwhelm the wounded, elderly, and sick

Surely we did not mean to wage warfare on the defenseless

But it is only a matter of time before conditions deteriorate further

Schoolchildren sullenly trudge across the parched land

The sky turns black as clouds suddenly gather

They look up, hopeful for the touch of the fabled snowflake

Warm rain drizzles, then the omnipresent sun returns 

In some places floods wash away human remains

Our ancestors disturbed by Nature’s wrath

They weep as they behold the desolate world around them

For the fate of the next generation

Art and Poem by Daniel Liu, age 16, New York.

Daniel Liu adds: “I am a sixteen year old writer that lives in New York. I am very passionate about the issue of climate change, as it is an enduring issue that grows ever larger with each generation and is deserving of attention from all of society. These poems are a testament to the various consequences of climate change in every aspect of society, from agriculture to insurance. To this extent, I hope that these poems are enough to inspire a sense of alarm for the Earth’s future, but just as importantly, hope that humanity can unify in order to reverse the ecological damage that has been done. It is in times of great crisis that innovation and change are at their peak, and humanity’s resilience is shown through our uplifting moments.”

The First Casualties in the War Against Earth

Art and poem by Daniel Liu, age 16, New York.

Wind blows from the four corners of the earth

With the roar of a thousand lions

The house stands in the aftermath

Partially caved in

The family laments their loss

Mother Nature will not be denied

Ink pens scratch on paper

Now their fate is in the hands of companies

Premiums and deductibles

The economic jargon of insurance

When it is time to cover damages

They cringe and make excuses

The desperate family feels the vicious sting of betrayal

When Insurance blacklists the entire zip code

Businessmen reassure themselves of their morality

Accepting this debt will only cause their bankruptcy

But what of

The newborn baby, still fresh from the womb

The elderly grandparents, who have worked decades to afford the house

The first casualties of the consequences of the war humans wage on the planet

How long must the injustice go on

How many icebergs must melt

The gushing stream of the Earth’s blood

Will overwhelm us if change is not forthcoming

Art and poem by Daniel Liu, age 16, New York.

Daniel Liu adds:

“I am a sixteen year old writer that lives in New York. I am very passionate about the issue of climate change, as it is an enduring issue that grows ever larger with each generation and is deserving of attention from all of society. These poems are a testament to the various consequences of climate change in every aspect of society, from agriculture to insurance. To this extent, I hope that these poems are enough to inspire a sense of alarm for the Earth’s future, but just as importantly, hope that humanity can unify in order to reverse the ecological damage that has been done. It is in times of great crisis that innovation and change are at their peak, and humanity’s resilience is shown through our uplifting moments.”

Threats, Not Peace!

By Delaney Sheldon, age 14, grade 8, Virginia


Threats, not peace
Threats of creating what we fear most—a Third World tragedy
Threats of cutting the strings that connect us all together
Threats of destroying people’s land
People’s territory

Forget about peace
Why doesn’t peace ever show up?
Why is humanity always one step from falling off the steepest cliff?
Why do we sabotage ourselves and ruin others?
Why does publicity break us down? 

Fake news
Exaggerated news
REAL news
This news is very real
This news disrupts all peace that ever could be

So, what are we supposed to do?
Fight?
That’s not peace
Do we cut them off from the world?
And risk getting cut off too?
Definitely, not peace

Why should we even save them?
What have they done for us? 
If we throw the lifesaver to them in the deep water 
We could drown instead, sink straight to the bottom

But humans should save each other
Give them air
Bring them to the surface
Save them from their greatest fears

It’s our job as human beings
To let our humanity show
And to try to have peace on Earth
Because peace unites us all as one

Should LGBTQ+ Be Taught in Schools?

By: Lucille Amato, age 11, New Jersey.

Imagine that a young girl, with a normal life, has just come out as a part of the LGBTQ+ community to her classmates. That girl’s life has just changed because she has discovered something new about herself, but the needed support from her peers is nowhere to be seen. The classmates who don’t understand, give her weird looks, the classmates that do, sit in silence. Even the teacher is confused because that teacher was never taught about what LGBTQ+ means. Because of all this, the girl who expected support from her friends is left in awkward silence, feeling like she isn’t normal. LGBTQ+ is a community of people who have a gender or sexuality that is different from what people think of as normal. Plenty of people know this but a lot are unaware. This leads us to the question, should LGBTQ+ be taught in schools? Yes, definitely! There would be less bullying and happier students that are more prepared for the real world if we teach LGBTQ+ in schools!

My first reason is that there would be less bullying if kids learn that being LGBTQ+ is normal at a young age. According to StopBullying.gov 32% of bullying is directed towards kids that are a part of the LGBTQ+ community. Kids make fun of what they don’t understand so if they already know about LGBTQ+ then much less bullying would take place. If less bullying took place, it could also lead to better student grades and attendance rates. Because of school bullying, kids get anxiety which causes a lot of stress. All this stress can lead to lower grades. Also these LGBTQ+ bullies can cause kids to fake sickness or stay home just to avoid school. School should be a safe place to learn and have fun, and a student should never have to wake up with fear of going there.

Another reason is that if we teach LGBTQ+ in schools, it helps kids come out of their shells faster which makes students feel more comfortable, not just in school, but anywhere! Many kids suffer from wondering about their genders and not knowing can cause a lot of stress. Some students know that they are not comfortable with their assigned gender from birth, but they don’t know what that means. Thoughts such as “Do I like being a he/him or should I be a she/her or a they/them or maybe none of them? I don’t understand all of these pronouns!” go through some students’ heads every day. If it was taught in school they could understand more and know that they have support from teachers and their peers. Also it could make it so much easier for a kid to come out if their peers already knew what LGBTQ+ means. A kid shouldn’t be forced to keep explaining what their pronouns mean or what their sexuality means. If kids already knew then all these questions wouldn’t have to be asked.

Lastly, LGBTQ+ should be normalized so students can be more prepared. When a kid is young they are more impressionable so it’s best to normalize the LGBTQ+ community at elementary school ages. For example, most kids grow up with “boy” and “girl” being the only two genders and only boys and girls date each other, but when they grow up into the real world, they are going to be very surprised
There are many pronouns people can use and anybody can date anybody. Schools are meant to teach students and prepare them for the real world so normalizing the community should be one of the
priorities.

Although some religions might go against the LGBTQ+ community, kids have the right to learn about it. I know certain religions state that a member of the religion cannot be a part of the LGBTQ+ community but that doesn’t mean they can’t support it. Of course schools should never force someone to do anything that goes against their religion, but learning and supporting the LGBTQ+ community doesn’t make you a part of it. Also if parents truly refuse to let their children learn about LGBTQ+ for religious reasons they can always put them in a private or religious school. Even if religion is the reason a few parents wouldn’t want their child learning about the LGBTQ+ community, that’s not an excuse not to teach it. When it’s taught you will have happier students who are bullied less and are more prepared for the real world.

This community is constantly growing and more and more people are feeling comfortable with expressing their true colors. The world is changing so, don’t you think it’s time schools changed too? Schools would benefit so much from teaching students about the LGBTQ+ . If you also believe that schools would benefit from less bullying and happier students who are more prepared for the LGBTQ+ filled world, then spread the word! LGBTQ+ should be taught in schools!

You can visit https://www.hmhco.com/blog/ways-to-support-lgbtq- students-to-feel-safe-in-school for more information.

By Lucille Amato, 11, New Jersey.

Lucille is an AFAB (Assigned Female At Birth) who identifies as non binary and uses they/them pronoun.

The Irreversible Apocalypse

By Fathima Nazer Karakkadan, h.s. sophomore from India, living in Kingdom of Saudi Arabia

There’s a certain tragic enchantment in crumbling bridges

A prominent result of our actions.

A beauty in empty swings and abandoned parks,

Of unattended grass and dusty books.

The world listens to no one,

Each day is a reminder of how mortal we are,

Truly insignificant in the course of happenings

The sun combusts red now,

A revengeful fire,

Calling the attention of the ignorant beings of then,

Who did not care.

Taps don’t drip water anymore, there are no tides,

But constant sobbing of the hopeless

And the sons who used to drink to their sins.

Writings of good and evil

On morality and wicked

Have all been torn away

By vicious forces at hand.

Desperate prayers are not a remedy

For the annihilating moon

And the constant danger

Of our benighted neglect.

By Fathima Nazer Karakkadan, a high school sophomore student from India, living in the Kingdom of Saudi Arabia.

Postscript: Fathima adds:

“To me, the biggest mystery in this world is its end. This is in no way a light topic, but everything must come to an end, and that includes our universe. And what better way to analyze it than to imagine it? ‘The Irreversible Apocalypse’ are my predictions on the course of events when the sun will combust, the sky will split and the world ceases to be. Those days are most probably filled with regret and remorse and indignant human beings who have no choice. When the world retaliates for what we’ve done to it, how could we ever stand a chance?”

Celebrating Women’s History

Princess Diana (1961-1997)

Princess Diana (1961-1997). Portrait by Jon Bush, Massachusetts.

“Carry out a random act of kindness, with no expectation of reward, safe in the knowledge that one day someone might do the same for you.”

—Diana, Princess of Wales (1961-1997). She was a member of the British Royal Family and mother of Prince William and Prince Harry. Her kindness, activism and position made her an international icon.


Justice Ruth Bader Ginsburg

Portrait of Justice Ruth Bader Ginsberg by artist Alix Mosieur of Loraine, Oregon.
Ruth Bader Ginsburg (1933-2020) served as an associate justice of the U. S. Supreme Court for 27 years. She was appointed by President Clinton and became the second woman to serve in this important judicial capacity after Sandra Day O’Connor. Justice Ginsburg was a well-known champion of gender equality and women’s rights. She died on September 18th, 2020, at the age of 87, after her battle with pancreatic cancer. You might like to watch RBG (2018), a documentary about her life. 

Rosa Parks (Feb. 4, 1913 – Oct. 24, 2005)

Dr. Jean Moule (sitting next to Rosa’s statue outside the Eugene LTD Bus Station, above) writes in her Skipping Stones magazine (April – May 2015) column, “Rosa Parks (Feb. 4, 1913 – Oct. 24, 2005) has become a symbol of the Civil Rights Movement and an international icon. She is an image of one lone person taking a stance that made a very big difference. She was sitting in a part of the bus that allowed Colored (African American) people unless it was needed for a White rider. When she was asked to move back to make room for a White passenger she would not. Rosa was 42 years old at the time and she was no more tired than anyone would be after a long day of work.

Rosa said, “I did not want to be mistreated, I did not want to be deprived of a seat that I had paid for. It was just time… there was opportunity for me to take a stand to express the way I felt about being treated in that manner. I had not planned to get arrested. I had plenty to do without having to end up in jail. But when I had to face that decision, I didn’t hesitate to do so because I felt that we had endured that too long. The more we gave in, the more we complied with that kind of treatment, the more oppressive it became.”

You can read Professor Jean Moule’s Nana Jean Columns in her latest book, Seeking Warmth and Light. FMI moulej@oregonstate.edu.

Multicultural Museums: Helping Make Sense of Our National Identity

By Skipping Stones Staff

Museums can provide an essential, interactive, and engaging way to learn about cultural history—both for our own culture, and the culture of other people. Without knowing our history or roots, we may not fully feel like we belong—especially if we have differences from other people in a society (ethnicity, heritage, etc.). Many museums in the United States help teach about the multicultural history of the country. Some of these museums are located in the nation’s capital—Washington, D.C. They include the National Museum of African American History and Culture, the National Museum of the American Indian, and the United States Holocaust Memorial Museum, among others. If you get the opportunity, take time to explore them!

1. National Museum of African American History and Culture

One of the newest additions to the Smithsonian family of museums is the National Museum of African American History and Culture. It shows the history of African Americans, from the first slaves brought over to the U.S., to the reconstruction era after the Civil War, and the civil rights movement of the 20th century. The museum helps visitors understand the impact of these experiences through stories, interactive exhibits, and the overall atmosphere. Many visitors say the experience is very powerful. and that it helped them better understand the history of the United States, because the history of the country has been significantly impacted by the history of African Americans.

The museum also contains exhibits and cultural items showcasing the lives of famous African Americans, from basketball player Kobe Bryant to singer Chuck Berry. It shows how these cultural icons have contributed to American culture and inspired countless people of all races, and it teaches about the racial barriers they faced in climbing to their success.

The museum also shows how African American culture is not just a unified block. There are different African American subcultures in various regions of the country. We see how geography affects the traditions, identity, and community of a group of people. Thus, African American culture in Chicago will be very different than in Birmingham, Alabama, for example.

The National Museum of African American History and Culture not only helps African Americans better understand their own history, but it also helps people of all races understand the contributions of African Americans in shaping the country’s culture and history.

Museum Website: https://nmaahc.si.edu/

Digital Resources from the Museum: https://nmaahc.si.edu/explore/nmaahc-digital-resource-guide

2. United States Holocaust Memorial Museum 

Another museum that tells the powerful story of a people is the U.S. Holocaust Memorial Museum. It offers visitors a glimpse into an event that killed six million Jews—approximately two-thirds of Jewish people in Europe, during the 1930s and ‘40s. The museum depicts some of the events leading up the Holocaust, the horrors of the genocide that occurred, and how the events of that time shaped global history and culture. The exhibits help us understand how and why the Holocaust occurred and how to ensure something like that does not happen again. To that end, there are also other exhibits that detail types of genocide occurring in the present day, in places in the world.

One floor of the museum is dedicated to understanding how the Nazi Party gained power in the 1930s. This is particularly poignant because it shows how blind hatred for a group of people can lead society to allow extremist governments into power. Obviously, it is possible for this to happen again, unless people avoid getting complacent when they see hatred swelling in a society.

Another floor is dedicated to showing the Nazi’s policies towards Jewish people, including their ostracization, relocation to concentration camps, and mass murders. The final floor covers the liberation of Jewish people from concentration camps and the events after the Holocaust. The museum depicts these eventsthrough photos, Holocaust artifacts, historical footage and commentary.

The museum also hosts conversations with Holocaust survivors to provide first-hand takes on the experience, and has special exhibits dedicated to other genocides around the world, including those occurring in Burma, Sudan, and other places. Furthermore, it has online exhibits that generate further discussion about events and people related to the Holocaust, including Anne Frank, the 1936 Olympics held in Nazi Germany, and global responses to the event.

Visitors to this museum come away with a much better appreciation for the specific details of what occurred during the Holocaust and why it is so important to be aware of what is going on in the world today, so we can avoid another atrocity like this from happening again.

General Museum Website: https://www.ushmm.org/

The online exhibits can be viewed at: https://www.ushmm.org/information/exhibitions/online-exhibitions

3. National Museum of the American Indian at the Smithsonian

Located in Washington, D.C. with a branch in New York City, the National Museum of the American Indian is also a part of the Smithsonian Institute. This museum presents a lot of information that is left out of school textbooks about the history of Native Americans, Native American treaties, how Native Americans viewed the relationship between people and nature, and more. It’s the first national museum dedicated to Native Americans and has a series of rotating exhibits that ensure during each trip you take there, you learn something new. 

As the first national museum in the country dedicated to Native Americans, it not only contains objects, photos, media, and videos about Native Americans who lived on the land that is now the United States, but it also offers exhibits about Native people from what is now northern Canada all the way to the southern tip of South America. The exhibits don’t just show people the ways of Native American life, but they also give a taste of the Native American spirit. People who have Native American heritage can learn about their ancestors and get in touch with that aspect of their culture; People who don’t have that heritage can learn about the unique traditions, perspectives, and ways of life of people who lived in this part of the world long before European settlers arrived.

Museum Website: https://americanindian.si.edu/

Online Resources: https://americanindian.si.edu/online-resources/exhibition-websites

4. Latino Museums

Additionally, a new Smithsonian museum, the National Museum of the American Latino, will be constructed in Washington, D.C. Although an opening date is not yet available, the museum will be dedicated to showcasing Latino history, art, culture, and scientific achievement. It aims to show how these contributions have influenced American culture overall.

While it won’t be ready for a while, there are many other museums around the country that you can visit and learn about Latino heritage. One of these is the Mexic-Arte Museum in Austin, Texas. This museum strives to preserve Latino and Mexican art and cultural artifacts, and it also aims to engage with the community in discussions about Latino heritage. In addition to showing the art of various Mexican and Latino artists, it conducts outreach events, cultural programs, and hosts speakers. Some of the rotating exhibits contain work by up-and-coming artists and teenagers. Others focus on showing the variety of traditions and lifestyles within the Latino community. Visitors get a much richer appreciation of the diversity of Latino culture.

Museum Website: https://mexic-artemuseum.org/

Mexic-Arte Online Exhibitions: https://mexic-artemuseum.org/online-exhibitions/

National Museum of the American Latino Museum: https://latino.si.edu/about/national-museum-american-latino


Museums can be powerful learning experiences. We often may walk out of the doors feeling solemn, as though we have learned something important, because we see in vivid images and stories how various ethnic groups have been treated or persecuted. Many ethnic groups have faced violence simply because of who they are. Visiting museums is an enriching experience, providing a detailed knowledge about the history of different cultures in a way we do not get at school.

Keeping Sane in a Digital World

By Skipping Stones Staff

In our society, we are constantly glued to our screens—phones, computers, and tablets (in addition to television). Thanks to online and remote classes, pandemic lockdowns, and restrictions against in-person social gatherings, our screentime has greatly increased during the COVID-19 pandemic. There is much research that shows how this negatively impacts peoples’ mental health, physical wellbeing, and brain development—especially for teenagers. In this era of reduced in-person contact, where our daily lives often revolve around a screen, it can be hard to stay sane and safe. But it is very much possible with some effort and support.

Screentime. One effective way to do this is to set screen limits on the amount of time we spend on our phones, computers, and social media. Some days it may be hard to do, especially if we need to finish schoolwork or have a looming deadline. However, just the act of setting limits can help us reduce our screen time, even if we are not always able to fall within those limits. The result of setting limits is often a self-imposed pressure to finish a project faster or work more efficiently, and thus help make us more productive. There are settings on your phone and apps you use to help set screen limits and keep yourself accountable. If you do this, you may find that you get work done more quickly and have more time to engage with friends, family, and the real world.

Bedtime is Not Screentime. Another way to protect against too much social media or screentime is to end each day away from your phone or computer before you go to sleep. It may be difficult at first but you will feel so much more meaning in your life if you set time to engage with the real world. For example, instead of scrolling through Tik Tok or Instagram right before you go to bed, consider reading a book, playing with your pet if you have one, drawing, or even journaling about the highlights of your day. Not only will this help you sleep better and relax your brain, but you will likely find yourself being more fulfilled because you are able to engage with the real world in some way.

TV and News. We are constantly checking for the latest news and events around the world. Since the news has been so gloomy, especially the last few years, it can be easy to let this get us down and affect our moods. However, it is important to remember that news organizations try to frame news events in ways that get their outlet the most attention, so we should always be critical of how we understand issues. See if there are exaggerations or hyperbole in what you are watching or reading. Also, if you find yourself feeling extra gloomy or consistently depressed because of the news, take a break from it. After all, you won’t be able to solve the issues in society or the world if you are not doing well yourself.

Friends and Likes on Social Media. Another reason that the Internet, particularly social media, can be a toxic place is that young people often put too much stock in how much engagement they get on their social media posts. Many base their self worth on whether they get lots of “likes” or comments on social media posts. However, it is important to not get too caught up in this, as the number of “likes” or comments you get does not reflect reality. There are a number of factors that affect who your posts will even reach, so some of your best friends might not always even see your posts. Therefore, it is not beneficial, healthy, or accurate to think people care less about you just because you don’t get as much engagement on your social media posts. Conversely, if you get a lot of attention on social media, it is important to avoid getting caught up in the hype, because it still is not real life. Just because you are popular on social media does not give you the right to be arrogant, rude, or condescending in real life. Many young people also get jealous of others based on what they see on social media. If you see someone from school posting pictures from tropical vacation trips, for example, that doesn’t mean their life is always fun and happy. They likely have their fair share of hardships, but we generally only see the fun, happy moments from people’s lives posted on social media.

Online Scams. Online scams are nothing new, but scammers are now targeting young people with sly techniques. One of these newer scams targets teenagers. Scammers might impersonate social media personality accounts, hold fake contests, or ask you to be a brand ambassador for them. They may then tell you that you won the contest, and ask for your bank account information, or for you to pay them. The best way to recognize these kinds of scams is to see if they ask you to pay upfront fees, or for sensitive information. We should always do diligent research on any communications that ask for our personal information. You might search their website yourself to see if the offer you received is real or not. Ask questions to figure out if the organization is legitimate. If they ask you for upfront fees with a promise of a prize or commission later on, you should be very wary, as it may be a scam. 

In addition to these newer scams, there are of course the older kinds, which often involve scammers sending you an email link, or unexpectedly asking you to “change a password” or otherwise provide them with personal information. You should always be wary when you get an email like this. Sometimes scammers impersonate organizations or people you know. Often, we can check the actual email address where it came from. If you get an email from a person or organization you do not recognize, do not open it and always be critical. As a rule, do not open attachments from people you do not know.

Real Life versus Virtual Life. For better or for worse, our lives are increasingly built around the Internet and digital technologies. While these technologies can help us, they can also degrade our mental health and quality of our friendships. Texting friends or seeing their Facebook messages, for example, is not the same as going for a hike with them. By setting limits on screen-time and social media use, remembering that social media is not a true depiction of your life or the lives of other people, and making time to engage with the real world, we can help maintain fulfilling lives. In addition, being critical of what you see online is very important, whether that’s from friends on social media, or messages from potential scammers.

We believe being aware of these issues and having media literacy can help you keep your personal information, money, and mental health protected.

Perhaps you might get some recommendations from a trusted adult—teacher, librarian, counselor, or a parent—about resources to learn more on this vital issue.