May 19, 2025 • 39 mins
Determination and curiosity can transform a life. Just ask Barbara Mojica, who grew up in a modest New York City apartment to become the first college graduate in her family, an accomplished educator, historian, and author of children's books that inspire critical thinking through historical exploration.
Throughout our conversation, Barbara transports us to the breathtaking Hudson Valley where she now lives, painting vivid pictures of a region steeped in American history. From the spot where Henry Hudson first met native children (giving Kinderhook its name) to Martin Van Buren's residence and buildings bearing plaques of their original purposes, this living historical landscape provides the perfect backdrop for her writing. For anyone fascinated by American heritage, Barbara's insider perspective on this Dutch settlement founded in 1665 is worth the listen alone.
What truly distinguishes this episode is Barbara's passionate defense of historical literacy and critical thinking in an age of instant information. She articulates how modern education's focus on standardized testing has compromised students' ability to discern fact from opinion—a skill traditionally developed through historical inquiry. Drawing from her transition from general education to special education, Barbara offers thought-provoking insights about how different learning styles require flexible teaching approaches, something increasingly restricted in public education. Her motto, "If you don't know your history, you don't know what you're talking about," encapsulates her mission to equip children with tools to uncover truth beyond the algorithm-driven answers they typically accept without question.
Have you considered whether your child's education develops true critical thinking? Subscribe now to hear Barbara's recommendations for alternative educational approaches that might better serve your family, and discover how her "Little Miss History" book series is teaching children to explore forgotten historical facts while forming their own solutions to complex problems.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:19):
Welcome back to one on one with Mr you.
Of course, I'm your host, Mr Yu, in studio with us today,
Educator, historian and authorof several books.
Barbara Mojica is in the housewith us today.
Barbara, good morning.
Speaker 2 (00:34):
Good morning Yusuf.
How are?
Speaker 1 (00:36):
you.
Speaker 2 (00:38):
I'm doing great today .
How are you doing?
Speaker 1 (00:40):
Fantastic, fantastic.
We had a fantasticpre-interview chat and I
definitely want to get into asmuch of that as we possibly can
with the time that we have A lotof today, but great chatting
with you so far and I think ourlisteners are going to love to
hear a lot of your stories andyour insights.
So, as customary with our hostsand with our guests always ask
tell us about your upbringing.
(01:01):
What was life like for youngBarbara?
Where'd you come from?
How'd you grow up?
Tell us about that.
Speaker 2 (01:06):
Well, okay, I grew up in Ridgewood, which is in New
York City.
It's a little town thatstraddles the Brooklyn and
Queens boroughs of New York.
I grew up in a brick attachedsix family apartment building
(01:28):
which was I guess you wouldconsider it a upper low class
neighborhood.
We didn't have a lot of money,but my parents were great.
I was always veryself-motivated and I think that
that is the thing.
Determination and curiosity arethe two things that pushed me
(01:52):
along in life, and even thoughmy parents were both children of
the depression and they werenot highly educated, neither of
them finished high school.
Myself, I was very motivated tobecome the first in the entire
family to graduate college, andI did that.
(02:14):
So I pushed myself, and Ifirmly believe that anyone has
the ability to succeed, nomatter what their circumstances.
So that also propelled myinterest in travel and finding
(02:34):
out about new people and newplaces.
We didn't have a car, so wedidn't do much travel, so I was
determined that when I was on myown, that's exactly what I was
going to do, and that's what Idid.
So, combined with my love ofhistory, I got myself through
college with graduate andundergraduate degrees in history
(02:56):
, and then my love of travelalso coincided with the history,
so that blended into my career,and now that I am retired, I am
combining those two passions bywriting my books for children,
which are intended to inspirethem and entertain and also give
(03:21):
them the skills that willenable them to become tomorrow's
leaders.
Speaker 1 (03:27):
I love it.
I love it.
A lot of what you sharedbrought back a lot of memories
for me.
I'm originally from Brooklyn.
When I hear some of that I'mlike, ok, I was in a brownstone,
which is how I grew up, so theywere very, very popular back
then.
I think they still have themaround.
So I don't think it's a phase,but that's how I grew up.
I thought it was beautiful.
(03:48):
I mean, I don't think we wererich.
I'm pretty sure we weren't.
I don't know if we were poorand just right above water.
I don't really know what ourstatus was.
It was kind of hard to tell,but it was really a beautiful
life.
So to hear that, I love that.
I love hearing about wherepeople come from and what they
experienced in their life.
And you, you've lived in, oryou live in now, the historic
(04:10):
Hudson Valley area, which I'vealways been kind of enamored
with.
I'd love for you to sharebriefly a little bit of history.
The food that you have therekind of paint a picture for what
it's like to live in the HudsonValley area.
A lot of folks that listen toour show, like myself, like
their host.
They love to travel, they loveto experience new things, like
you as well, and I love to kindof get a picture, a mosaic if
(04:32):
you will, of what it's like inHudson Valley the food, the
views, the historical aspects ofit.
Share some of that briefly, ifyou can, that'd be great.
Speaker 2 (04:42):
Okay Well, the Hudson Valley, if you can, that'd be
great.
Okay well, the hudson valley.
Uh is a very historic area, ofcourse, henry hudson's.
He sailed up the hudson riverand in fact I live not far from
the spot where he got off theship.
And children, um of the of thenatives who lived in the area,
(05:05):
came out to greet him, and so henamed that area Kinderhook,
which means bend in the riverand children.
So it was the children who cameout to greet him at the bend of
the river, and that is where Ilive now.
I live in the town ofKindererhook oh okay, and uh, I
(05:30):
can walk out my door and findhistorical markers everywhere,
so almost within walkingdistance.
Uh, I have um martin vanburen's house, and he was the
first president who wasliterally a native of America.
He was the first native-bornpresident.
(05:53):
His home is here.
We have an old Dutchschoolhouse.
We have the tradition ofIchabod Crane.
We have local everywhere you go.
You'll Dutch village and it wasfounded in 1665.
(06:18):
So it was originally a Dutchsettlement.
We still have the waterfallsfrom the old lumber and cotton
(06:40):
mills that were in the area andwhat's really interesting is
when you walk through the townthey've retained little placards
on all the buildings that tellwhat the buildings were
originally.
So one will say furniture maker, one will say drugstore.
They will tell you what theywere originally.
(07:04):
So it's really phenomenal.
I can go to FDR's summer homeand his historical museum in
Hyde Park.
The Vanderbilt mansions arenear here.
Uh, olana, the beautiful umarchitecture of Olana, which is
(07:27):
a monument, also has uh the uhinfluences of the Hudson river
school of painting Not familiarwith that one no-transcript.
(08:02):
So it's really amazing.
And of course, theRevolutionary War a lot of it
was fought in this area.
You can go to Saratoga and seeA lot of history there.
Speaker 1 (08:15):
A lot of history in that area.
Speaker 2 (08:18):
And as far as the food, well, it's pretty
multicultural.
Here you can find evidences ofthe traditions of Dutch, of
English, but also there are alot of people who come from New
York City and visit, especiallyin the summer, so the culture
(08:42):
has kind of blended that as well.
So the culture has kind ofblended that as well.
(09:04):
So in our local families areour customs, our traditions, the
clothes we wear, the food weeat.
But then as children grow older, they learn how that fits into
their local community, thecommunity in which they live,
and then of course, eventuallythey are able to see how that
(09:24):
relates to the world.
And by knowing where we camefrom and how we got to today,
hopefully we can use that tocreate a plan, to create a
better legacy for the future.
So my little character in mybooks has a motto.
Our motto is if you don't knowyour, your history, you don't
(09:44):
know what you're talking about.
Speaker 1 (09:46):
And that's exactly the message that I'd like to get
across okay and we'lldefinitely get into the history
talks not quite yet, just yet,but we're definitely going to
get there.
I want to ask you a question,because there's so many millions
and I guess I'm one of them nowso many millions that lived in
their hometown, especially in inthe upper East Coast there, and
(10:07):
when they become adults theymove to the South or they move
West.
What made you stay in the NewYork area, where so many have
left to maybe afford the snow orjust because they want to
retire in a sun-air climate?
What made you stay?
Speaker 2 (10:27):
Well, I like the seasons.
You know, I liked the fourseasons.
I like change.
I love the area of course, verylong time from the time I was
very young and it has alwaysbeen my favorite place.
(11:02):
So, while I did leave the cityand I do enjoy the calm and the
peacefulness- Of course, greatplace for a writer that just
makes sense.
Oh, yes, yeah, it is.
It's hard to write in the cityand neither of, well, my
(11:26):
children, neither of them livein the city any longer either.
One of them has gone down southand, uh, the for work and, and
the other is also in the HudsonValley, but not particularly
close to me, but also in theHudson Valley.
So I kind of, in that onestrange sense, wanted to stay
(11:52):
with my roots there.
Speaker 1 (11:56):
That makes sense.
Speaker 2 (11:57):
I still do travel.
I still love to travel andbecause I do write these books,
I travel to the sites that Ivisit.
So I still do a lot oftraveling.
I mean no, I'll never seeeverywhere that I want to see.
I have visited, I would say,more than half of the states and
(12:21):
I've visited probably 30 pluscountries in the world.
Wow, that's astounding.
Yeah, I have done a lot oftraveling.
Speaker 1 (12:32):
That's a lifetime for most people.
That's great.
Speaker 2 (12:37):
Well, a lot of it was done in connection with tours.
Originally, way back when Ifirst started to travel, I did a
lot of touring, some of whichwas you would consider your
classic tour, and some toursthat were kind of very unusual,
(13:01):
very, very out there.
Speaker 1 (13:03):
Wow, sounded like a story I'm going to have you come
back to here about that.
So put a pin in that storyabout the tour.
That was unusual.
I think I'm going to come backto that, but you have so much of
a passion, in my opinion, abouthistory and the education
process.
I want to step away from thosetwo for a second.
We'll close the episode outwith questions regarding those.
(13:25):
I want to ask you somethingabout, because I'm an author and
creator as well, and I want toask you about community.
We talked about it in ourpre-interview chat.
I'd love for you to describewhat the community is like for
you when it comes to authors andcreators of content that do
what you do.
Is it supportive, is itnurturing, is it competitive?
(13:46):
Because people who I've beenaround in recent years, it
always seems like it was thebattle of the fittest, trying to
find out who's going to youknow kind of survive in the
community and be at the top, asopposed to a nurturing,
supportive or reciprocal kind ofenvironment.
(14:08):
Talk to me about the communityof authors and content creators
that you're associated with.
Is it that kind of community?
Is it supportive, is itnurturing, is it competitive?
Do you decide that you're notgoing to be a part of a
community at all.
How do you approach that as anauthor?
Speaker 2 (14:24):
Well, I would say that on the whole, it is
nurturing and supportive.
Speaker 1 (14:29):
Okay, what does that look like?
Speaker 2 (14:33):
Well, I believe that authors can do a lot to help and
support each other, because itis a super competitive business
and unless you are one of thevery, very small percentage of
authors who happens to connectwith one of the major publishing
(14:59):
companies, they're not going todo very much for you.
You are going to have to learnto do it yourself.
So if you are not with acompany and there are only about
four of them left in terms ofchildren's book companies,
(15:20):
because most of them have mergedand swallowed each other up, so
there are only about four ofthem left as we have developed
(15:41):
the access to more and moretools of technology, these
companies expect you to do ityourself.
So I have spent quite a bit oftime with fellow authors, you
know, like myself, who arepretty much doing everything on
(16:04):
their own, and we have developedkind of networking abilities to
reach out and help each other.
So one of the things I do haveon my YouTube channel are a
couple of videos that I did withanother one, christine
Calabrese, and we did a fewvideos helping authors to find
(16:35):
links and to find avenues whereyou could look for opportunities
to do book signing events.
Speaker 1 (16:44):
Ah, okay, I'm with you, and that kind of thing.
Okay.
Speaker 2 (16:47):
And we also did a video for teachers who might be
interested in writing oreducators who were interested in
aspects of teaching forchildren.
So there's also a very goodbook which I found,
(17:11):
unfortunately a few years afterI started writing, Navigating
Indie World, and that waswritten by another children's
book author, Carol P Roman, andthat was written by another
children's book author, Carol PRoman, and a marketing expert,
Julie Gerber, and that book isfantastic.
(17:44):
It tells the new writer, how towrite the blurb to pitch your
book, how to do marketing onsocial media channels like
Twitter and Facebook, youtube,how to get your idea for your
topic.
And the most important point tome is that if you don't have a
real passion for what you arewriting about, don't bother
doing it.
So what gets me really upsetwhen I see these ads for AI
(18:10):
technology?
Oh, you can write a children,real passion, a real curiosity,
a real determination insomething you are not going to
be successful at it.
Speaker 1 (18:32):
So I really don't understand that argument at all.
Speaker 2 (18:35):
So I believe in helping fellow authors.
So I believe in helping fellowauthors.
I do lots of book reviews forparents and teachers and I
review other authors' books andI appreciate it when they review
mine.
I have beta readers.
I have a group of authors whoare willing to read my books
(18:58):
before they come out, arewilling to read my books before
they come out, and I thinkthat's a very important
networking tool for people whoare writing to get a group of
authors.
They're not really yourcompetitors, they're really your
best asset, because who knowsbetter than another author in
your genre who understands theaudience better?
(19:22):
So I really believe that you cando a lot to help, absolutely A
lot.
Then, you know, because we allhave our own fine way of
approaching the topic.
So no matter how many peopleare in the genre of approaching
the topic, so no matter how manypeople are in the genre, each
(19:44):
author in that genre is uniquein many ways.
So there are more ways touplift each other and to support
each other.
It doesn't really pay to teareach other down, it's not
necessary.
Speaker 1 (20:01):
It just seems to be a constant in in.
In this area, at least fromwhat you know, my perspective
has been over many years, ofkind of yeah, maybe that could
be true again if you are withone.
Speaker 2 (20:15):
If you are with one of these, uh, major publishing
houses, there's a lot lesscontrol over what you do.
So if you are with them,they're going to tell you this
is the illustrator you're goingto use.
Now you may or may not jivewith that illustrator.
It can create a lot of frictionbecause your vision for the
(20:41):
book may not coincide with theirvision for the book.
And in some instances that cantotally change the mood and the
feeling.
Speaker 1 (20:51):
Oh, yeah, absolutely.
Speaker 2 (20:53):
And then, of course, the marketing.
They're going to tell youyou're going to go to this event
, you're going to go to thatevent, and they're going to
require you to go to a event.
You're going to go to thatevent, uh, and they're going to
require you to go to a certainnumber of events per year they
may of course, may not be theones that you would choose to go
to.
So, uh, if you're on your yourown, if you're more independent
(21:17):
or you're with a smallpublishing company, you're going
to have a lot more input andcontrol over your message and
how it's presented.
Speaker 1 (21:29):
Absolutely.
Speaker 2 (21:29):
Which to me is a big advantage.
Speaker 1 (21:31):
Absolutely.
We got some friends that havejumped in and said hello to us.
The Triple B podcast is anoutstanding group of content
creators.
They say hello to us.
It's an outstanding group ofcontent creators.
They say hello to us.
I remind them JB's in the house.
It's an afternoon of all greatinsights from you, barbara.
Good to hear that from ourlisteners and viewers.
We've got time for a smallhandful of questions left.
(21:54):
One thing that I love that youtalk about is the need for us to
learn and understand history.
Help me out.
We had some controversy inrecent years about certain
aspects of history being erasedso that people can feel better
about where they are in life.
But just answer this for us, ifyou can.
(22:17):
Why should anybody care abouthistory?
I think, before you answer that, just think about this in
context.
A lot of people feel as thoughif they see and hear things
about bad history or negativehistory, they feel as though it
somehow hinders what they canlearn and grow in now, which I
don't think is totally accurate.
(22:38):
But I guess it's better to putthings away that make you sad.
I think as humans, we do that.
We put away things that make ussad, things that we don't like
we get away from a piece of TVshow or a podcast or something
through the media.
We just cut it off so we don'thave to see it.
I think people try to do thesame thing with history.
(22:59):
Tell us us one why you'repassionate about history, and
also, why should anybody careabout history, whether it's
positive or negative?
Go ahead, barbara.
Speaker 2 (23:09):
OK, well, we learn a lot more from our failures than
we do from our successes.
(23:32):
Certainly, in life, when youthink about it, when you make a
mistake and it impacts you,that's usually something that
you're not going to forget aboutthat easily and you will
probably incorporate the lessonsyou learned from that mistake.
Lessons you learn from thatmistake.
Uh, if you are successful,you're happy about that success,
but you don't really forceyourself to think about what
(23:53):
were the reasons behind thatsuccess.
You, if you have a failure, youthink about what were the
reasons that things didn't gothe way I wanted them to go and
how can I remedy that, how can Imake it better in the future?
And I mentioned before that Ithink, uh, we need to learn from
(24:16):
our history so that we canprepare better for the future.
It's not that history is what alot of people have a false
impression about.
It's just a series of dates andfacts and useless information
(24:39):
that, once it's over, how isthat going to benefit me in the
future?
But the real nature of history,what a historian does, is to
try to uncover the truth, andthat's the basis of critical
thinking which history has tohave as its major premise.
(25:06):
So the first thing you do as ahistorian is you try to
ascertain the truth.
And how do you ascertain thetruth?
Well, you have to figure outwhat was really going on.
So you have to go back to thoseprimary sources.
You have to go back to the time.
You have to look at the peoplewho were involved and how those
(25:31):
people were connected to eachother.
What kind of connections didthey have to each other?
You will learn that fromlooking at the original sources
the diaries, the letters thatthey wrote, the communications.
And in early history, of course, that could have been written
(25:55):
or unwritten, it could have beenarchaeology and it could have
been connected with the historyof a lot of other things.
So it could be connected to art, it could be connected to
architecture, it could beconnected to music.
It could be connected toeverything in the world has a
history.
There's always something thatcomes before where we are now.
(26:19):
So that's one thing.
It's the people who were livingtogether and the influences
they had on each other, how theycommunicated with each other
and in early history, of course,there were different ways.
And then, of course, writtencommunication, telegraph, and
(26:40):
now we have telephone, we haveInternet.
We have a vast variety ofsources.
The problem is that today it'sa lot more difficult to
ascertain what is really true.
Because, the communication ofthe Internet.
We are being flooded withinformation, but we are not
(27:03):
given all sides of the story.
So on the internet, we go onthe internet and we receive
information based on what werespond to or those people that
we happen to connect with on theinternet, or those people that
we happen to connect with on theinternet, and we are being fed
(27:24):
that algorithm.
We're being fed the informationthat we seem to respond to
because the algorithm wants usto do more.
So we get one side of the storyvery often.
So we're not getting truehistory, we're getting a
subjective point of view.
So one of the things that wehave to teach our kids, besides
(27:47):
looking at those primary sources, is to be able to differentiate
between facts and opinions.
Because a group of people sayit doesn't mean that it's true.
And we can't come to anyconclusion until we see all the
(28:10):
events that are going on, howthey're connected to each other,
how the people are connected ornot connected, how they're
communicating with each other,what are the other influences
going on.
And if we just go to theinternet and type in a question
(28:31):
and go to page one on Google andfind the first answer, that's
not necessarily the truth, andit may or may not be a fact.
It may be a bunch ofinformation that a lot of people
have responded to and havegiven us the impression.
(28:55):
Well, that's got to be theanswer, and that's what most
kids do.
They'll go to Google, they'lltype in the question and they'll
look at the first page of whatthey see and they'll just assume
that that's the truth.
That's the definitive answer,whereas I would.
I might go down to page 10 or12 and find a lot of other
(29:15):
information, because, being ababy boomer, I did not grow up
with the Internet, so I didresearch.
I had to go to the library.
Speaker 1 (29:27):
Use encyclopedias.
Speaker 2 (29:29):
And go through books and get all of the different
interpretations.
Then I had to collate all thisinformation, look at all of
those things that I talked aboutthe connections, the primary
sources, the primary sources,the other things that were going
on at the time and then I hadto figure out from all of that,
(29:51):
well, which of these can I sayis actually true to get my
answer.
Speaker 1 (29:57):
Oh, yeah, absolutely.
Speaker 2 (29:59):
We don't do that today.
So our kids have really notlearned to do careful research
and they haven't, in school,developed those critical
thinking skills to the extentthat they need to in order to
really come to the truth aboutsomething.
(30:21):
So one of the things I try todo in my book series is to ask
them questions, to ask for theiropinions, to find things in
history which they may not haveheard about, little known facts
or little known people, peoplethat were largely ignored or
forgotten or maybe not evenuncovered in history, and to
(30:45):
bring out those examples to themand then to ask them what they
think, and sometimes I'll askthem to come up with solutions
to problems, or what do youthink?
What could we possibly do tosolve this problem?
Makes sense.
And that's my ultimate aim todevelop those skills which are
(31:11):
not really being developed ineducation today.
We're largely teaching to thetest.
We're so obsessed with, youknow, getting the reading scores
up and the math scores up.
And what has happened?
The reading scores up and themath scores up, and they, what
has happened?
The reading scores have notgone up, the math scores have
not gone up.
We've fallen from number oneI'm talking about the United
(31:35):
States public education systemto we're now about number 40.
Number 40, right Incredible Inthe world view, and so we're
spending more and more money perdollar per pupil, and our
results have gotten worse andworse.
So there's definitely somethingwrong.
(31:56):
We're not meeting kids' needsand we're not allowing them to
learn in the best possible venuefor themselves.
So some kids learn in differentways and we have to provide
them different ways of learning,not this kind of one size fits
(32:17):
all.
Well, this is how you learn Sitin the classroom and do it this
way and do it this way.
That doesn't work for all kidswhich.
During my career, I changedcareers many times because I
went from general education tospecial education to working
(32:38):
with a whole support staff ofnot only special educators but
PTs and OTs and psychologistsand a whole multidisciplinary
way of learning, and Idiscovered that children,
whether they have a quote,disability or whether they are a
(33:01):
highly functioning children,they learn in different ways and
there's always a unique waythat works best for each child.
So I think we have to get intomore of that, absolutely.
We have to have differentoptions for parents and teachers
.
Teachers very often in largepublic schools are told this is
(33:24):
the curriculum, you teach itthis way.
You cannot deviate from thatcurriculum, whereas it would
would be a lot better if theteacher were allowed some leeway
.
These are the topics I'm goingto cover, but I'm not
necessarily going to cover itexactly the same way for every
(33:47):
student, because not everystudent is going to achieve
their maximum potential if we'reall doing it from this one
little cookie cutter mold.
And I think teachers today arelargely frustrated because their
(34:07):
ability to do that has beenhampered to a great degree by
this conglomerate ofadministrators who are told this
is what we're doing, this isthe curriculum.
Here you go, teach it teacher.
In fact, I was working in onepublic school before I retired
(34:29):
and I was actually told I was ina classroom that had children
with special needs and childrenin the general population and I
was in the role of the specialneeds teacher and I was actually
told by the administration thatI could not modify the
curriculum for the special needschild who was not able to learn
(34:51):
at all with the regularcurriculum and I was told you
just can't do it.
I had the child re-evaluated andI actually got him put into a
different type of classroomwhere he would get a special
(35:12):
needs curriculum, because theadministration wouldn't let me
do it.
So I mean teachers are largelyfrustrated because a lot of the
creativity of a teacher is to beable to know their student and
to be able, of course, and a lotof that's been lost.
(35:35):
So parents today, you know, Iencourage them to explore all
the options and to look athomeschooling, to look at
community schools, to look atmicro schools, to look at
charter schools, all thedifferent ways of approaching
education, because thetraditional public school may
(36:02):
not be the best fit for theirchild.
Speaker 1 (36:05):
Yeah, absolutely.
Thank you for this.
We're way over our time.
I'm going to have everybody goto our YouTube channel where the
episode is going to be and youcan find.
Drop your link there for yourwebsite where they can reach out
to you, learn more abouthistory, connect with you about
the educational system.
I think it's B-A-M.
Authorme right, is that correct?
Speaker 2 (36:30):
Well, it's littlemisshistorycom is the
website I have you added in.
Speaker 1 (36:36):
I have you added in on the YouTube channel there.
That way they can go there andfind it.
Speaker 2 (36:40):
Oh, I've been also.
Yes, from everywhere.
They can connect from that.
Speaker 1 (36:46):
Perfect, perfect.
Well, this has been fantastic.
Thank you for the time abouteducation and history and being
a published author.
You got a lot of insights and alot you can share and give, and
I hope that our listeners andviewers will be reaching out to
you.
I know one said he's going tobuy one of your books, so I was
excited to see that in thecomments section today.
So I think it was excited tosee that in the comments section
today.
So I think it was true.
So he's excited about checkingyour book out and some of your
(37:08):
literary work, so pretty excitedthere.
But thanks for jumping in andbeing a part of this, barbara.
We had a lot of insights fromyou.
We hope that we hear more fromyou in the future, more good
literary work from you and morethings about educational system
and more ideas about history.
It's been fantastic.
Thanks again for joining us.
Speaker 2 (37:29):
Well, thank you, I enjoyed our conversation very
much.
Thanks a lot.
Speaker 1 (37:32):
Absolutely my pleasure.
Everybody's watching andlistening.
You can, of course, find, ifyou go to our YouTube channel,
youtubecom at they call me Mr UYou'll see the link that
Barbara's going to leave theretoday and, of course, all of us
have our is found there as welland all links to social media.
Thanks for listening andjoining us.
Barbara and Mr U are out ofhere.
Have a great day.
Welcome back to one on one with Mr you.
Of course, I'm your host, Mr Yu, in studio with us today,
Educator, historian and authorof several books.
Barbara Mojica is in the housewith us today.
Barbara, good morning.
Speaker 2 (00:34):
Good morning Yusuf.
How are?
Speaker 1 (00:36):
you.
Speaker 2 (00:38):
I'm doing great today .
How are you doing?
Speaker 1 (00:40):
Fantastic, fantastic.
We had a fantasticpre-interview chat and I
definitely want to get into asmuch of that as we possibly can
with the time that we have A lotof today, but great chatting
with you so far and I think ourlisteners are going to love to
hear a lot of your stories andyour insights.
So, as customary with our hostsand with our guests always ask
tell us about your upbringing.
(01:01):
What was life like for youngBarbara?
Where'd you come from?
How'd you grow up?
Tell us about that.
Speaker 2 (01:06):
Well, okay, I grew up in Ridgewood, which is in New
York City.
It's a little town thatstraddles the Brooklyn and
Queens boroughs of New York.
I grew up in a brick attachedsix family apartment building
(01:28):
which was I guess you wouldconsider it a upper low class
neighborhood.
We didn't have a lot of money,but my parents were great.
I was always veryself-motivated and I think that
that is the thing.
Determination and curiosity arethe two things that pushed me
(01:52):
along in life, and even thoughmy parents were both children of
the depression and they werenot highly educated, neither of
them finished high school.
Myself, I was very motivated tobecome the first in the entire
family to graduate college, andI did that.
(02:14):
So I pushed myself, and Ifirmly believe that anyone has
the ability to succeed, nomatter what their circumstances.
So that also propelled myinterest in travel and finding
(02:34):
out about new people and newplaces.
We didn't have a car, so wedidn't do much travel, so I was
determined that when I was on myown, that's exactly what I was
going to do, and that's what Idid.
So, combined with my love ofhistory, I got myself through
college with graduate andundergraduate degrees in history
(02:56):
, and then my love of travelalso coincided with the history,
so that blended into my career,and now that I am retired, I am
combining those two passions bywriting my books for children,
which are intended to inspirethem and entertain and also give
(03:21):
them the skills that willenable them to become tomorrow's
leaders.
Speaker 1 (03:27):
I love it.
I love it.
A lot of what you sharedbrought back a lot of memories
for me.
I'm originally from Brooklyn.
When I hear some of that I'mlike, ok, I was in a brownstone,
which is how I grew up, so theywere very, very popular back
then.
I think they still have themaround.
So I don't think it's a phase,but that's how I grew up.
I thought it was beautiful.
(03:48):
I mean, I don't think we wererich.
I'm pretty sure we weren't.
I don't know if we were poorand just right above water.
I don't really know what ourstatus was.
It was kind of hard to tell,but it was really a beautiful
life.
So to hear that, I love that.
I love hearing about wherepeople come from and what they
experienced in their life.
And you, you've lived in, oryou live in now, the historic
(04:10):
Hudson Valley area, which I'vealways been kind of enamored
with.
I'd love for you to sharebriefly a little bit of history.
The food that you have therekind of paint a picture for what
it's like to live in the HudsonValley area.
A lot of folks that listen toour show, like myself, like
their host.
They love to travel, they loveto experience new things, like
you as well, and I love to kindof get a picture, a mosaic if
(04:32):
you will, of what it's like inHudson Valley the food, the
views, the historical aspects ofit.
Share some of that briefly, ifyou can, that'd be great.
Speaker 2 (04:42):
Okay Well, the Hudson Valley, if you can, that'd be
great.
Okay well, the hudson valley.
Uh is a very historic area, ofcourse, henry hudson's.
He sailed up the hudson riverand in fact I live not far from
the spot where he got off theship.
And children, um of the of thenatives who lived in the area,
(05:05):
came out to greet him, and so henamed that area Kinderhook,
which means bend in the riverand children.
So it was the children who cameout to greet him at the bend of
the river, and that is where Ilive now.
I live in the town ofKindererhook oh okay, and uh, I
(05:30):
can walk out my door and findhistorical markers everywhere,
so almost within walkingdistance.
Uh, I have um martin vanburen's house, and he was the
first president who wasliterally a native of America.
He was the first native-bornpresident.
(05:53):
His home is here.
We have an old Dutchschoolhouse.
We have the tradition ofIchabod Crane.
We have local everywhere you go.
You'll Dutch village and it wasfounded in 1665.
(06:18):
So it was originally a Dutchsettlement.
We still have the waterfallsfrom the old lumber and cotton
(06:40):
mills that were in the area andwhat's really interesting is
when you walk through the townthey've retained little placards
on all the buildings that tellwhat the buildings were
originally.
So one will say furniture maker, one will say drugstore.
They will tell you what theywere originally.
(07:04):
So it's really phenomenal.
I can go to FDR's summer homeand his historical museum in
Hyde Park.
The Vanderbilt mansions arenear here.
Uh, olana, the beautiful umarchitecture of Olana, which is
(07:27):
a monument, also has uh the uhinfluences of the Hudson river
school of painting Not familiarwith that one no-transcript.
(08:02):
So it's really amazing.
And of course, theRevolutionary War a lot of it
was fought in this area.
You can go to Saratoga and seeA lot of history there.
Speaker 1 (08:15):
A lot of history in that area.
Speaker 2 (08:18):
And as far as the food, well, it's pretty
multicultural.
Here you can find evidences ofthe traditions of Dutch, of
English, but also there are alot of people who come from New
York City and visit, especiallyin the summer, so the culture
(08:42):
has kind of blended that as well.
So the culture has kind ofblended that as well.
(09:04):
So in our local families areour customs, our traditions, the
clothes we wear, the food weeat.
But then as children grow older, they learn how that fits into
their local community, thecommunity in which they live,
and then of course, eventuallythey are able to see how that
(09:24):
relates to the world.
And by knowing where we camefrom and how we got to today,
hopefully we can use that tocreate a plan, to create a
better legacy for the future.
So my little character in mybooks has a motto.
Our motto is if you don't knowyour, your history, you don't
(09:44):
know what you're talking about.
Speaker 1 (09:46):
And that's exactly the message that I'd like to get
across okay and we'lldefinitely get into the history
talks not quite yet, just yet,but we're definitely going to
get there.
I want to ask you a question,because there's so many millions
and I guess I'm one of them nowso many millions that lived in
their hometown, especially in inthe upper East Coast there, and
(10:07):
when they become adults theymove to the South or they move
West.
What made you stay in the NewYork area, where so many have
left to maybe afford the snow orjust because they want to
retire in a sun-air climate?
What made you stay?
Speaker 2 (10:27):
Well, I like the seasons.
You know, I liked the fourseasons.
I like change.
I love the area of course, verylong time from the time I was
very young and it has alwaysbeen my favorite place.
(11:02):
So, while I did leave the cityand I do enjoy the calm and the
peacefulness- Of course, greatplace for a writer that just
makes sense.
Oh, yes, yeah, it is.
It's hard to write in the cityand neither of, well, my
(11:26):
children, neither of them livein the city any longer either.
One of them has gone down southand, uh, the for work and, and
the other is also in the HudsonValley, but not particularly
close to me, but also in theHudson Valley.
So I kind of, in that onestrange sense, wanted to stay
(11:52):
with my roots there.
Speaker 1 (11:56):
That makes sense.
Speaker 2 (11:57):
I still do travel.
I still love to travel andbecause I do write these books,
I travel to the sites that Ivisit.
So I still do a lot oftraveling.
I mean no, I'll never seeeverywhere that I want to see.
I have visited, I would say,more than half of the states and
(12:21):
I've visited probably 30 pluscountries in the world.
Wow, that's astounding.
Yeah, I have done a lot oftraveling.
Speaker 1 (12:32):
That's a lifetime for most people.
That's great.
Speaker 2 (12:37):
Well, a lot of it was done in connection with tours.
Originally, way back when Ifirst started to travel, I did a
lot of touring, some of whichwas you would consider your
classic tour, and some toursthat were kind of very unusual,
(13:01):
very, very out there.
Speaker 1 (13:03):
Wow, sounded like a story I'm going to have you come
back to here about that.
So put a pin in that storyabout the tour.
That was unusual.
I think I'm going to come backto that, but you have so much of
a passion, in my opinion, abouthistory and the education
process.
I want to step away from thosetwo for a second.
We'll close the episode outwith questions regarding those.
(13:25):
I want to ask you somethingabout, because I'm an author and
creator as well, and I want toask you about community.
We talked about it in ourpre-interview chat.
I'd love for you to describewhat the community is like for
you when it comes to authors andcreators of content that do
what you do.
Is it supportive, is itnurturing, is it competitive?
(13:46):
Because people who I've beenaround in recent years, it
always seems like it was thebattle of the fittest, trying to
find out who's going to youknow kind of survive in the
community and be at the top, asopposed to a nurturing,
supportive or reciprocal kind ofenvironment.
(14:08):
Talk to me about the communityof authors and content creators
that you're associated with.
Is it that kind of community?
Is it supportive, is itnurturing, is it competitive?
Do you decide that you're notgoing to be a part of a
community at all.
How do you approach that as anauthor?
Speaker 2 (14:24):
Well, I would say that on the whole, it is
nurturing and supportive.
Speaker 1 (14:29):
Okay, what does that look like?
Speaker 2 (14:33):
Well, I believe that authors can do a lot to help and
support each other, because itis a super competitive business
and unless you are one of thevery, very small percentage of
authors who happens to connectwith one of the major publishing
(14:59):
companies, they're not going todo very much for you.
You are going to have to learnto do it yourself.
So if you are not with acompany and there are only about
four of them left in terms ofchildren's book companies,
(15:20):
because most of them have mergedand swallowed each other up, so
there are only about four ofthem left as we have developed
(15:41):
the access to more and moretools of technology, these
companies expect you to do ityourself.
So I have spent quite a bit oftime with fellow authors, you
know, like myself, who arepretty much doing everything on
(16:04):
their own, and we have developedkind of networking abilities to
reach out and help each other.
So one of the things I do haveon my YouTube channel are a
couple of videos that I did withanother one, christine
Calabrese, and we did a fewvideos helping authors to find
(16:35):
links and to find avenues whereyou could look for opportunities
to do book signing events.
Speaker 1 (16:44):
Ah, okay, I'm with you, and that kind of thing.
Okay.
Speaker 2 (16:47):
And we also did a video for teachers who might be
interested in writing oreducators who were interested in
aspects of teaching forchildren.
So there's also a very goodbook which I found,
(17:11):
unfortunately a few years afterI started writing, Navigating
Indie World, and that waswritten by another children's
book author, Carol P Roman, andthat was written by another
children's book author, Carol PRoman, and a marketing expert,
Julie Gerber, and that book isfantastic.
(17:44):
It tells the new writer, how towrite the blurb to pitch your
book, how to do marketing onsocial media channels like
Twitter and Facebook, youtube,how to get your idea for your
topic.
And the most important point tome is that if you don't have a
real passion for what you arewriting about, don't bother
doing it.
So what gets me really upsetwhen I see these ads for AI
(18:10):
technology?
Oh, you can write a children,real passion, a real curiosity,
a real determination insomething you are not going to
be successful at it.
Speaker 1 (18:32):
So I really don't understand that argument at all.
Speaker 2 (18:35):
So I believe in helping fellow authors.
So I believe in helping fellowauthors.
I do lots of book reviews forparents and teachers and I
review other authors' books andI appreciate it when they review
mine.
I have beta readers.
I have a group of authors whoare willing to read my books
(18:58):
before they come out, arewilling to read my books before
they come out, and I thinkthat's a very important
networking tool for people whoare writing to get a group of
authors.
They're not really yourcompetitors, they're really your
best asset, because who knowsbetter than another author in
your genre who understands theaudience better?
(19:22):
So I really believe that you cando a lot to help, absolutely A
lot.
Then, you know, because we allhave our own fine way of
approaching the topic.
So no matter how many peopleare in the genre of approaching
the topic, so no matter how manypeople are in the genre, each
(19:44):
author in that genre is uniquein many ways.
So there are more ways touplift each other and to support
each other.
It doesn't really pay to teareach other down, it's not
necessary.
Speaker 1 (20:01):
It just seems to be a constant in in.
In this area, at least fromwhat you know, my perspective
has been over many years, ofkind of yeah, maybe that could
be true again if you are withone.
Speaker 2 (20:15):
If you are with one of these, uh, major publishing
houses, there's a lot lesscontrol over what you do.
So if you are with them,they're going to tell you this
is the illustrator you're goingto use.
Now you may or may not jivewith that illustrator.
It can create a lot of frictionbecause your vision for the
(20:41):
book may not coincide with theirvision for the book.
And in some instances that cantotally change the mood and the
feeling.
Speaker 1 (20:51):
Oh, yeah, absolutely.
Speaker 2 (20:53):
And then, of course, the marketing.
They're going to tell youyou're going to go to this event
, you're going to go to thatevent, and they're going to
require you to go to a event.
You're going to go to thatevent, uh, and they're going to
require you to go to a certainnumber of events per year they
may of course, may not be theones that you would choose to go
to.
So, uh, if you're on your yourown, if you're more independent
(21:17):
or you're with a smallpublishing company, you're going
to have a lot more input andcontrol over your message and
how it's presented.
Speaker 1 (21:29):
Absolutely.
Speaker 2 (21:29):
Which to me is a big advantage.
Speaker 1 (21:31):
Absolutely.
We got some friends that havejumped in and said hello to us.
The Triple B podcast is anoutstanding group of content
creators.
They say hello to us.
It's an outstanding group ofcontent creators.
They say hello to us.
I remind them JB's in the house.
It's an afternoon of all greatinsights from you, barbara.
Good to hear that from ourlisteners and viewers.
We've got time for a smallhandful of questions left.
(21:54):
One thing that I love that youtalk about is the need for us to
learn and understand history.
Help me out.
We had some controversy inrecent years about certain
aspects of history being erasedso that people can feel better
about where they are in life.
But just answer this for us, ifyou can.
(22:17):
Why should anybody care abouthistory?
I think, before you answer that, just think about this in
context.
A lot of people feel as thoughif they see and hear things
about bad history or negativehistory, they feel as though it
somehow hinders what they canlearn and grow in now, which I
don't think is totally accurate.
(22:38):
But I guess it's better to putthings away that make you sad.
I think as humans, we do that.
We put away things that make ussad, things that we don't like
we get away from a piece of TVshow or a podcast or something
through the media.
We just cut it off so we don'thave to see it.
I think people try to do thesame thing with history.
(22:59):
Tell us us one why you'repassionate about history, and
also, why should anybody careabout history, whether it's
positive or negative?
Go ahead, barbara.
Speaker 2 (23:09):
OK, well, we learn a lot more from our failures than
we do from our successes.
(23:32):
Certainly, in life, when youthink about it, when you make a
mistake and it impacts you,that's usually something that
you're not going to forget aboutthat easily and you will
probably incorporate the lessonsyou learned from that mistake.
Lessons you learn from thatmistake.
Uh, if you are successful,you're happy about that success,
but you don't really forceyourself to think about what
(23:53):
were the reasons behind thatsuccess.
You, if you have a failure, youthink about what were the
reasons that things didn't gothe way I wanted them to go and
how can I remedy that, how can Imake it better in the future?
And I mentioned before that Ithink, uh, we need to learn from
(24:16):
our history so that we canprepare better for the future.
It's not that history is what alot of people have a false
impression about.
It's just a series of dates andfacts and useless information
(24:39):
that, once it's over, how isthat going to benefit me in the
future?
But the real nature of history,what a historian does, is to
try to uncover the truth, andthat's the basis of critical
thinking which history has tohave as its major premise.
(25:06):
So the first thing you do as ahistorian is you try to
ascertain the truth.
And how do you ascertain thetruth?
Well, you have to figure outwhat was really going on.
So you have to go back to thoseprimary sources.
You have to go back to the time.
You have to look at the peoplewho were involved and how those
(25:31):
people were connected to eachother.
What kind of connections didthey have to each other?
You will learn that fromlooking at the original sources
the diaries, the letters thatthey wrote, the communications.
And in early history, of course, that could have been written
(25:55):
or unwritten, it could have beenarchaeology and it could have
been connected with the historyof a lot of other things.
So it could be connected to art, it could be connected to
architecture, it could beconnected to music.
It could be connected toeverything in the world has a
history.
There's always something thatcomes before where we are now.
(26:19):
So that's one thing.
It's the people who were livingtogether and the influences
they had on each other, how theycommunicated with each other
and in early history, of course,there were different ways.
And then, of course, writtencommunication, telegraph, and
(26:40):
now we have telephone, we haveInternet.
We have a vast variety ofsources.
The problem is that today it'sa lot more difficult to
ascertain what is really true.
Because, the communication ofthe Internet.
We are being flooded withinformation, but we are not
(27:03):
given all sides of the story.
So on the internet, we go onthe internet and we receive
information based on what werespond to or those people that
we happen to connect with on theinternet, or those people that
we happen to connect with on theinternet, and we are being fed
(27:24):
that algorithm.
We're being fed the informationthat we seem to respond to
because the algorithm wants usto do more.
So we get one side of the storyvery often.
So we're not getting truehistory, we're getting a
subjective point of view.
So one of the things that wehave to teach our kids, besides
(27:47):
looking at those primary sources, is to be able to differentiate
between facts and opinions.
Because a group of people sayit doesn't mean that it's true.
And we can't come to anyconclusion until we see all the
(28:10):
events that are going on, howthey're connected to each other,
how the people are connected ornot connected, how they're
communicating with each other,what are the other influences
going on.
And if we just go to theinternet and type in a question
(28:31):
and go to page one on Google andfind the first answer, that's
not necessarily the truth, andit may or may not be a fact.
It may be a bunch ofinformation that a lot of people
have responded to and havegiven us the impression.
(28:55):
Well, that's got to be theanswer, and that's what most
kids do.
They'll go to Google, they'lltype in the question and they'll
look at the first page of whatthey see and they'll just assume
that that's the truth.
That's the definitive answer,whereas I would.
I might go down to page 10 or12 and find a lot of other
(29:15):
information, because, being ababy boomer, I did not grow up
with the Internet, so I didresearch.
I had to go to the library.
Speaker 1 (29:27):
Use encyclopedias.
Speaker 2 (29:29):
And go through books and get all of the different
interpretations.
Then I had to collate all thisinformation, look at all of
those things that I talked aboutthe connections, the primary
sources, the primary sources,the other things that were going
on at the time and then I hadto figure out from all of that,
(29:51):
well, which of these can I sayis actually true to get my
answer.
Speaker 1 (29:57):
Oh, yeah, absolutely.
Speaker 2 (29:59):
We don't do that today.
So our kids have really notlearned to do careful research
and they haven't, in school,developed those critical
thinking skills to the extentthat they need to in order to
really come to the truth aboutsomething.
(30:21):
So one of the things I try todo in my book series is to ask
them questions, to ask for theiropinions, to find things in
history which they may not haveheard about, little known facts
or little known people, peoplethat were largely ignored or
forgotten or maybe not evenuncovered in history, and to
(30:45):
bring out those examples to themand then to ask them what they
think, and sometimes I'll askthem to come up with solutions
to problems, or what do youthink?
What could we possibly do tosolve this problem?
Makes sense.
And that's my ultimate aim todevelop those skills which are
(31:11):
not really being developed ineducation today.
We're largely teaching to thetest.
We're so obsessed with, youknow, getting the reading scores
up and the math scores up.
And what has happened?
The reading scores up and themath scores up, and they, what
has happened?
The reading scores have notgone up, the math scores have
not gone up.
We've fallen from number oneI'm talking about the United
(31:35):
States public education systemto we're now about number 40.
Number 40, right Incredible Inthe world view, and so we're
spending more and more money perdollar per pupil, and our
results have gotten worse andworse.
So there's definitely somethingwrong.
(31:56):
We're not meeting kids' needsand we're not allowing them to
learn in the best possible venuefor themselves.
So some kids learn in differentways and we have to provide
them different ways of learning,not this kind of one size fits
(32:17):
all.
Well, this is how you learn Sitin the classroom and do it this
way and do it this way.
That doesn't work for all kidswhich.
During my career, I changedcareers many times because I
went from general education tospecial education to working
(32:38):
with a whole support staff ofnot only special educators but
PTs and OTs and psychologistsand a whole multidisciplinary
way of learning, and Idiscovered that children,
whether they have a quote,disability or whether they are a
(33:01):
highly functioning children,they learn in different ways and
there's always a unique waythat works best for each child.
So I think we have to get intomore of that, absolutely.
We have to have differentoptions for parents and teachers
.
Teachers very often in largepublic schools are told this is
(33:24):
the curriculum, you teach itthis way.
You cannot deviate from thatcurriculum, whereas it would
would be a lot better if theteacher were allowed some leeway
.
These are the topics I'm goingto cover, but I'm not
necessarily going to cover itexactly the same way for every
(33:47):
student, because not everystudent is going to achieve
their maximum potential if we'reall doing it from this one
little cookie cutter mold.
And I think teachers today arelargely frustrated because their
(34:07):
ability to do that has beenhampered to a great degree by
this conglomerate ofadministrators who are told this
is what we're doing, this isthe curriculum.
Here you go, teach it teacher.
In fact, I was working in onepublic school before I retired
(34:29):
and I was actually told I was ina classroom that had children
with special needs and childrenin the general population and I
was in the role of the specialneeds teacher and I was actually
told by the administration thatI could not modify the
curriculum for the special needschild who was not able to learn
(34:51):
at all with the regularcurriculum and I was told you
just can't do it.
I had the child re-evaluated andI actually got him put into a
different type of classroomwhere he would get a special
(35:12):
needs curriculum, because theadministration wouldn't let me
do it.
So I mean teachers are largelyfrustrated because a lot of the
creativity of a teacher is to beable to know their student and
to be able, of course, and a lotof that's been lost.
(35:35):
So parents today, you know, Iencourage them to explore all
the options and to look athomeschooling, to look at
community schools, to look atmicro schools, to look at
charter schools, all thedifferent ways of approaching
education, because thetraditional public school may
(36:02):
not be the best fit for theirchild.
Speaker 1 (36:05):
Yeah, absolutely.
Thank you for this.
We're way over our time.
I'm going to have everybody goto our YouTube channel where the
episode is going to be and youcan find.
Drop your link there for yourwebsite where they can reach out
to you, learn more abouthistory, connect with you about
the educational system.
I think it's B-A-M.
Authorme right, is that correct?
Speaker 2 (36:30):
Well, it's littlemisshistorycom is the
website I have you added in.
Speaker 1 (36:36):
I have you added in on the YouTube channel there.
That way they can go there andfind it.
Speaker 2 (36:40):
Oh, I've been also.
Yes, from everywhere.
They can connect from that.
Speaker 1 (36:46):
Perfect, perfect.
Well, this has been fantastic.
Thank you for the time abouteducation and history and being
a published author.
You got a lot of insights and alot you can share and give, and
I hope that our listeners andviewers will be reaching out to
you.
I know one said he's going tobuy one of your books, so I was
excited to see that in thecomments section today.
So I think it was excited tosee that in the comments section
today.
So I think it was true.
So he's excited about checkingyour book out and some of your
(37:08):
literary work, so pretty excitedthere.
But thanks for jumping in andbeing a part of this, barbara.
We had a lot of insights fromyou.
We hope that we hear more fromyou in the future, more good
literary work from you and morethings about educational system
and more ideas about history.
It's been fantastic.
Thanks again for joining us.
Speaker 2 (37:29):
Well, thank you, I enjoyed our conversation very
much.
Thanks a lot.
Speaker 1 (37:32):
Absolutely my pleasure.
Everybody's watching andlistening.
You can, of course, find, ifyou go to our YouTube channel,
youtubecom at they call me Mr UYou'll see the link that
Barbara's going to leave theretoday and, of course, all of us
have our is found there as welland all links to social media.
Thanks for listening andjoining us.
Barbara and Mr U are out ofhere.
Have a great day.
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