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Home in the heart: Hungarian scouts in Los Angeles
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Content
HOME IN THE HEART
Hungarian Scouts in Los Angeles
Benedek Mohay
A Master’s Thesis presented to the
FACULTY OF USC GRADUATE SCHOOL
as a partial fulfillment of the
Requirements for the Degree
MASTER OF ARTS
in
SPECIALIZED JOURNALISM
May 2018
2
Acknowledgements
The completion of this project would not have been possible without the assistance and
support of many individuals to whom I would like to express my gratitude and appreciation.
First of all, I would like to thank Professor Dan Birman, who has not only been a great
teacher and committee chair, but also a personal mentor to me throughout the academic year. He
taught me and the entire class with love, dedication, and a sincere passion for both documentary
filmmaking and teaching, with the greater goal of having a positive impact on society with our
work.
I would also like to thank Professor Megan Chao for her attention and kindness. Her
feedbacks made me believe in my skills and pushed me forward when the going was difficult.
I must express my gratitude as well to Professor Anikó Imre, who immediately joined the
committee, and was willing to provide her unique perspective, both as a film expert and as a
fellow Hungarian.
Completing this work would have been impossible without the help and openness of the
scouts. László Latkóczy and the entire Latkóczy family were willing to open their doors and let
me into their family life. Árpád Varga provided thoughtful stories, with deep emotions, on and
off the record. All the members of the Könyves Kálmán Hungarian Scout Troop made me feel
like a troop member, and were willing to be part of the project throughout the year. Other scouts,
and the Hungarian community in general, helped me to find the right direction towards my
thesis.
I am grateful to Sándor Szoboszlay and Anikó Schaffer for their contribution, and to all
the other freedom fighters who were willing to risk their lives for Hungary in 1956.
3
I am also grateful to the Hungarian Fulbright Commission and the Annenberg School for
Journalism for sponsoring my education in the United States and for making this dream possible,
and I thank my fellow classmates Stefani Urmas, Laura Kangasluoma, Mara Pometti, and many
others for their friendship and support.
In addition, I would like to thank my uncle, Andrew Katanics and his wife Ágnes for
being my family while I was far from home. Their loving care, support, thorough reviews,
helpful comments and, last but not least, a great Thanksgiving dinner, all meant very much to
me.
And finally, I would especially like to thank to my beloved finacée, Anna Horváth, for
her constant presence, sincere support and endless love, despite all the challenges and difficulties
we faced being separated for so long.
4
Table of Contents
I. Purpose ............................................................................................................................... 5
II. Background ......................................................................................................................... 7
1. Hungarians in LA ........................................................................................................ 7
2. The Hungarian Revolution of 1956 .............................................................................. 8
3. Scouting ...................................................................................................................... 9
4. Hungarian Scouts in LA ............................................................................................ 10
III. The film ........................................................................................................................ 11
1. Scouting .................................................................................................................... 12
2. Revolution ................................................................................................................. 12
3. Immigration ............................................................................................................... 12
4. Identity ...................................................................................................................... 12
5. Heritage ..................................................................................................................... 13
6. Motivation ................................................................................................................. 13
IV. Critical conclusion......................................................................................................... 13
Works Cited .............................................................................................................................. 16
Script ........................................................................................................................................ 18
5
I. Purpose
When I asked my uncle Andy about his national identity two years ago, he said, he
considered himself more as an American than a Hungarian.
1
My uncle Andy was born in
Budapest in 1949, and he was only 7 when he fled Hungary with his parents and younger brother
after the Hungarian Revolution of 1956. Andy grew up in the United States, he went to UC
Berkeley and became an architect. When I visit him in Larkspur, California, we speak
Hungarian. We eat Hungarian food prepared by his wife, who is also Hungarian, and from whom
he learned to improve his Hungarian language and grammar skills. He grew up with a passion for
history in general, and for Hungarian history and culture in particular. Yet, he said he no longer
identifies himself as Hungarian.
2
Since then, I’ve been wondering, what does national identity really mean? What does it
mean to be an American? How many identities can a person have? How many times can
someone change nationality? Does having a second identity necessarily mean losing the first
one?
In the United States, one in four residents is either an immigrant or a child of immigrants.
According to 2016 census data, almost 44 million people living in the U.S., 13,5% of the
population, were born outside the U.S.
3
This is the biggest share in the past 100 years. In
addition to that, in 2016, almost 12% of the U.S. population were native-born Americans who
had at least one immigrant parent.
4
1
“60 Years Later…”
2
Ibid.
3
“Native and Foreign-born Population…”
4
“Immigrants in the U.S...”
6
The share is even higher in California, where first-generation immigrants make up more
than one fourth of the total population.
5
Los Angeles, the city with the sixth largest foreign-born
population in the world,
6
is home to people from over 140 countries, speaking 224 different
languages.
7
The integration of immigrants and their children is one of the major challenges of today’s
American society. The aspects of integration ranges from legal status to political, spatial,
socioeconomic, sociocultural, language and health dimensions, among others.
8
Language
integration is one of the most important aspects, and English proficiency is an accurate measure
of this. According to The National Research Council, about 85% of the foreign-born population
speaks a language other than English at home. However, third-generation Americans typically
lose their ancestors’ language and become English monolinguals.
9
This is why I was surprised when I first met Keve and Levente Latkóczy, 9 and 7-year
old sons of László Latkóczy, a nuclear engineer from Los Angeles. Latkóczy is son of Hungarian
refugees, he was born in Toronto, Canada and grew up in the United States. Despite being third-
generation Americans, the kids understand and speak Hungarian quite fluently. At home, their
parents talk to them in Hungarian, and on the weekends, they bring them to the Hungarian
Reformed Church of Hollywood, where a Hungarian ethnic scout group meets every two weeks.
László Latkóczy is the first American-born scout master of this troop. He took over the
position after the former leader, Péter Varga, passed away in 2009. Varga was a freedom fighter
5
Hayes 2017
6
Lee 2015
7
“Los Angeles Population”
8
Waters and Pineau 2015
9
Ibid. Pp. 6-7.
7
in the Hungarian Revolution of 1956, as well as Latkóczy’s father and paternal grandfather.
Varga’s son, Árpád, is also among the leaders of the troop today.
After meeting the Latkóczy family, I was curious about what drives second and third-
generation Hungarians to stay in touch with their ancestors’ cultural heritage. Why would an
American-born father put such effort into teaching his kids Hungarian, while many others try to
expedite the integration of their children into American society?
According to the leaders, scouting plays an important role in this, and I was curious how
it makes a difference. What role does scouting play in keeping the Hungarian community
together? Does it help first-generation Hungarian-Americans to cope with the challenges of
immigration? Does it slow down the process of assimilation? And if so, in which ways?
I decided to take a look at the issue of immigration through the lens of Hungarian
scouting, and make a documentary that tells the story and reveals the motivations of some
Hungarian immigrants who chose to preserve their parents’ language and culture in Los Angeles.
II. Background
1. Hungarians in LA
Through the process of research and making the documentary, I realized that Hungarian
community doesn’t exist as a homogeneous entity in Los Angeles. Although Californians with
Hungarian descent are twice as likely to speak Hungarian at home as the average American with
Hungarian ancestors, the overwhelming majority are still not willing to stay in touch with other
Hungarians once they immigrated to the U.S.
10
10
“Language spoken at home…”
8
In Los Angeles, one in seven residents with Hungarian roots speaks Hungarian, and the
approximately 2,300 Hungarian speakers
11
are dispersed throughout the city, as there is no
specifically Hungarian neighborhood. As a result, various small organizations serve the needs of
Hungarian communities locally. Although United Hungarian House in Koreatown is supposed to
bring together all Hungarians living in and around Los Angeles, its weekly events typically
attract only a few dozen people. Small groups of Hungarians do gather at churches, a Sunday
school in San Fernando Valley, or at events such as the Hungarian Food Festival. Cultural
organizations like the Kárpátok Folk Dance Ensemble, the Szoboszlai Hungarian Theater and
Magtár Hungarian Cultural Alliance are able to bring together over one hundred Hungarians. The
event with the largest attendance I saw this year was the annual commemoration of the 1956
Revolution, scheduled around Oct. 23 every year. There I counted approximately 200-300
attendees.
2. The Hungarian Revolution of 1956
On Oct 23 of 1956, a peaceful student demonstration in Budapest escalated to a bloody
uprising, that was brutally crushed by Soviet tanks after 13 days. Thousands were killed in street
fights, and more than 200,000 Hungarians were forced to flee after the revolution.
12
The
Hungarian Freedom Fighter was selected as Time Magazine’s “Man of the Year” in January
1957.
According to a CIA report at the time, approximately 35,000 of these refugees had
accepted asylum in the U.S.
13
In total, an estimated 38,000 Hungarians immigrated to the U.S. as
a result of the 1956 Revolution.
14
11
Ibid.
12
Lendvai 2008
13
Coriden 1996
14
Pastor 2016
9
The description and the analysis of the events and the historical significance of the
Hungarian revolution is beyond the scope of this paper, but the history of Hungarian immigration
and scouting in the United States can hardly be understood without an understanding of this
event.
3. Scouting
Despite the diversity of local Hungarian events and cultural organizations, scouting tends
to be somehow connected to almost every one of these. Whenever I attended Hungarian events
during this academic year, I almost always met Hungarian scouts, either holding flags at a
commemoration, participating in a food contest, or dancing in a folk ensemble. Unlike many
Hungarian organizations, scouting can be found in almost every region with a Hungarian
immigrant community worldwide, be it Australia, Western Europe or the Americas.
Based on the principles established in 1907 by Lord Robert Baden-Powel of Gilwell, a
British Army officer, scouting provides community and education with an emphasis on religion,
cultural heritage, community and nature. Baden-Powell is the author of the book Scouting for
Boys, and the founder of The Boy Scouts Association. According to the unique method of his
scout program, young adults educate children in an interactive and informal way, through
adventurous activities, mostly outdoors. The World Scout Movement, currently counts more than
40 million members of all genders in over 200 countries.
15
The Hungarian Scout Movement was among the founding members of the World
Organization of the Scout Movement, and its membership was increasing until scouting was
15
“The Story of Scouting”
10
banned in 1946 by the communist regime.
16
Soon after, the Hungarian Scouts Association in
Exteris was founded by emigrants who escaped to the West after World War II.
17
For many Hungarians who arrived in the U.S. after 1956, scouting helped to stay in touch
with the Hungarian community, preserve their heritage, and pass it on to the next generation.
Some Hungarian refugees had been part of the movement in their childhood in the 1930s and
‘40s, others joined scouting for the first time in exile. Since then, scouting became a common
way to provide a community for the Hungarian diaspora all over the world, while the Hungarian
Scout Association was reestablished in Hungary as well, in 1989. Currently, Hungarian Scouts
Association in Exteris operates about 70 active troops worldwide, four of them in California.
18
4. Hungarian Scouts in LA
The Kálmán Könyves Hungarian Scout Troop in Hollywood was founded in 1963 by
Hungarian refugees. Although it is still led by a son of a freedom fighter, the current membership
does not exclusively consists of descendants of ‘56ers. Hungarians who escaped the communist
dictatorship or emigrated Hungary for other reasons in later decades, also joined the troop. There
are members from Transylvania, a region in Romania with a large Hungarian population, as well.
It is important to mention that Scouts-in-Exteris is not exclusive to Hungarian immigrants
there are other ethnic scout troops in the United States. Israeli Scouts Movement (Tzofim)
operates 18 units in the U.S., and there are Russian, Polish, Latvian, Lithuanian, Estonian, and
Ukranian scouts-in-exile groups as well.
19
Ethnic scout groups gather annually at International
Scout Day in Los Angeles.
16
“Külföldi Magyar Cserkészszövetség”
17
“A KMCSSZ rövid története”
18
“Our Troops, by Region and City”
19
Alexieff 1982
11
III. The film
My curiosity regarding this topic centers on two main questions: (1) What motivates
second-generation Hungarians to pass on their parents’ heritage to the youth? And (2) To what
extent the third-generation is connected to this heritage, and how they respond to their parents’
efforts to provide them with Hungarian education.
“Home in the Heart” aims to address these questions. The main idea is to tell the story
from the kids’ point of view, while seeing the perspective of all three generations. The freedom
fighters themselves, Anikó Schaffer and Sándor Szoboszlay, are the most authentic sources to
tell the story of the Hungarian Revolution, the emotional aspects of leaving the country they had
fought for, and the challenges of immigrating to the United States. The current scout leaders,
László Latkóczy and Árpád Varga, both already born in North America, talk about how they
perceived the Hungarian cultural legacy in their childhood, and what drives them to pass it on.
Keve and Levente, the sons of Latkóczy, are at the beginning of this journey, but their sincere
and innocent answers help to draw a realistic picture about the issue.
The driving sequence of the film tells the story of an average outdoor scout meeting, a
hike in one of the parks around Los Angeles, with scenes that the kids typically experience in
these meetings. It starts with kids putting on their scout uniform, and includes subsequences
about raising the flag, learning folk songs, playing games, learning the Hungarian language, and
hiking in the park. The sequences were shot during two different hikes, and additional footage
was gathered in various indoor meetings throughout the year.
The story arc is structured as follows:
12
1. Scouting
The first 4-5 minutes of the film is about scouting in general and on a lighter level.
Current scout leaders, second-generation Hungarian-Americans recall memories from their
childhood scout camps, including campfires, adventures and learning Hungarian, while the kids
explain the parts of an average meeting. As it turns out, it was not always fun for the kids already
born in America, but at the end of this section, the leaders express appreciation toward their
parents’ motivation. As freedom fighters being forced to leave their country, they wanted to raise
their children as Hungarians.
2. Revolution
The fathers of László Latkóczy and Árpád Varga have already passed away, but other
freedom fighters still live in Los Angeles. In the second part of the film survivors tell their
personal memories of the street fights in Budapest, illustrated with archival footage of the ’56
Revolution. This section includes the historical significance of the Hungarian uprising and the
important role it played in the development of the Hungarian scouting-in-exteris.
3. Immigration
In the third section of the film, survivors of the Revolution talk about the difficulties and
emotional aspects of leaving the country they had been fighting for, while mentioning the
positive attitude of Americans toward Hungarian immigrants, that made it easier for them to
integrate into the society.
4. Identity
The gratitude that the refugees felt toward the U.S., the country that gave them asylum,
mixed with the nationalistic mindset of the ones who were ready to fight for their country on the
streets of Budapest, resulted a strong dual national identity in many of those who immigrated
13
after the Revolution. The survivors and the children of the freedom fighters talk about this dual
identity in the fourth part of the film, that includes pictures from the first years of immigration,
as well as sequences showing the Hungarian lesson conducted by Ildikó Latkóczy, the wife of
the troop leader. The kids talk about their relationship to Hungary as a country and the
Hungarian language.
5. Heritage
Despite being raised in the U.S., the Hungarian half of this dual identity remained
important to the second-generation scout leaders. They say they are willing to pass it on to their
children and children of other immigrants, based on their own example and the gratitude they
feel for their parents. In the fifth section of the film, Latkóczy admits it is not possible to explain
everything about the heritage and roots to the kids, but there is a level they do understand.
6. Motivation
The final part of the film answers the initial questions about the motivation of the second-
generation leaders of the scout troop. The leaders’ primary motivation is to pass on their parents’
legacy to the next generation, in order to give them the opportunity to choose. The kids may or
may not remain part of the Hungarian scout movement as grown-ups, but they have the basis to
decide either way.
IV. Critical conclusion
The issue of immigration, even narrowed down to Hungarian immigrants in Los Angeles,
is so broad that a 20-minute-long documentary, by its nature, is unable to address all aspects of
it. Immigrants arrive to the United States over and over again, and each one of them has a good
reason to leave their home country and settle in a country with a different culture and language.
There is an almost infinite number of ways to respond to the challenges they face. This film
14
shows only one, though a quite unusual, response, along with the historical-contextual
background to it.
The story that this film tells is a good example of how historical events have an impact on
personal lives across space, time and generations. Events happened 60 years ago and thousands
of miles away, scenes seen only in history books or black-and-white archival films have a direct
consequence for kids born and raised in the 21
st
century California.
What this film doesn’t tell is other ways Hungarians and other immigrants feel connected
to their ancestors’ home country. Through the process of research and making the film, I met
people who were proud of their Hungarian heritage, despite the lack of an ability to speak the
language, however, that barrier made them feel uncomfortable visiting Hungary. Others, like my
uncle Andy and his brother, were part of the American boy scout movement, and did not go to
Hungarian school on weekends. They learned Hungarian from their parents at home, and for
them and many others, the Boy Scouts of America was a means of assimilating faster into the
American community. As statistics show, most Hungarian parents chose this way, and raised
their kids just like any other American family. My documentary does not tell the stories of these
families.
Despite my effort to make a film about a story that most Hungarian scouts find familiar,
scouting itself may vary depending on many different aspects. Even the scout troops in Los
Angeles differ from one another in organization and customs, and ordinary factors like the traffic
on LA freeways affect the schedules and sizes of certain troops. There are cities with large
Hungarian communities, such as Cleveland, Buffalo or New York, but troops in other areas are
hardly able to recruit new members or to keep young adults in the group long enough to become
15
leaders. As a result, this film about the Hungarian troop in Hollywood does not represent the
whole Hungarian scout community in the United States, maybe not even in Los Angeles.
Personal stories are always a good way to tell a historical event. However, a survivor is
more likely to tell details based on personal memories, rather than putting the events in a
historical context, and this is something I learned during the filmmaking process. We hardly put
life events into a historical context, and neither can we expect it from others who took part in the
actual historical events. A historian specializing on immigration from Eastern-Europe (as it
relates to the Cold War and the Soviet influence), or a sociologist specializing on ways of
cultural integration of immigrants, might have helped to put the events into a bigger picture,
although I feel like that would have certainly made the film drier, more impersonal, and lessened
its emotional impact.
Further research or later documentaries may address these issues more specifically.
Showing the ways of immigrants in coping with their challenges and preserving their heritage
seems to offer a “gold mine” of further opportunities for documentarians.
16
Works Cited
“60 Years Later: Andy’s Memories of 1956.” YouTube, uploaded by Benedek Mohay in
November, 2017. youtu.be/9iwxzmvJWJ8.
“A KMCSSZ rövid története.” Külföldi Magyar Cserkészszövetség. Accessed on March 9, 2018.
www.kmcssz.org/vindex.php?menu=contents/rolunk/tortenetunk/tortenetunk.html.
Alexieff, Victor M. “The Other Ones: Scouts in Exile”. SOSSI Journal, VOL XXXVII, No. 9,
September 1982. Accessed on March 21, 2018. sossi.org/exile/scouts.htm.
Coriden, Guy E. “Report on Hungarian Refugees.” CIA Historical Review Program, 1996.
Accessed on March 9, 2018.
www.cia.gov/library/center-for-the-study-of-intelligence/kent-
csi/vol2no1/html/v02i1a07p_0001.htm.
Hayes, Joseph. “Immigrants in California”. Public Policy Institute of California. January 2017.
Accessed on March 21, 2018. www.ppic.org/publication/immigrants-in-california/.
“Immigrants in the United States”. American Immigration Council, 2017. Accessed on March 9,
2018.
www.americanimmigrationcouncil.org/sites/default/files/research/immigrants_in_the_uni
ted_states.pdf.
“Külföldi Magyar Cserkészszövetség”. Hungarian House of New York. Accessed on March 9,
2018. www.hungarianhouse.org/hu/kulfoldi-magyar-cserkeszszovetseg/.
“Language Spoken at Home by Ability to Speak English for the Population 5 Years and Over.”
American Community Survey 5-Year Estimates, 2011-2015. U.S. Census Bureau.
Accessed on March 9, 2018.
17
factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_15_5Y
R_B16001&prodType=table.
Lee, June J.H., editor-in-chief. World Migration Report. International Organization for
Migration, 2015. IOM Online Bookstore. Accessed on March 9, 2018.
publications.iom.int/system/files/wmr2015_en.pdf.
Lendvai, Paul. One Day That Shook the Communist World: The 1956 Hungarian Uprising and
Its Legacy. Princeton UP. Princeton, NJ, 2008.
“Los Angeles Population”. World Population Review. Accessed on March 9, 2018.
worldpopulationreview.com/us-cities/los-angeles-population/
“Native and Foreign-born Populations.” U.S. Census Bureau American Community Survey 1-
Year Estimates, 2016. American Fact Finder. Accessed on March 9, 2018.
factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_16_1Y
R_S0501&prodType=table.
“Our Troops, by Region and City.” Külföldi Magyar Cserkészszövetség. Accessed on March 9,
2018. www.kmcssz.org/contents/visitors/ourlocations_byregion.html.
Pastor, Peter. “The American Reception and Settlement of Hungarian Refugees in 1956–1957.”
Hungarian Cultural Studies. e-Journal of the American Hungarian Educators
Association, Volume 9 (2016). Accessed on March 9, 2018.
10.5195/ahea.2016.255
“The Story of Scouting”. Scouts.org. Accessed on March 9, 2018. www.scout.org/scout-history.
Waters, Mary C. and Pineau, Marisa Gerstein, editors. The Integration of Immigrants into
American Society. The National Academies Press, Washington, DC, 2015.
18
Script
VIDEO # AUDIO
PROLOGUE 1
CU Montage sequence – kids putting on
scout uniform
2 Music
SOT: KEVE LATKÓCZY 3 I’m 9 years old, I’m in third grade, and my
name is Keve.
SOT: LEVENTE LATKÓCZY 4 I’m in first grade, my name is Levente, I’m
seven.
SOT: KEVE LATKÓCZY 5 Keve is a Hungarian name.
SOT: LEVENTE LATKÓCZY 6 My mom and dad named me Levente, it’s
a Hungarian name. ‘Cause we are
Hungarian.
SOT: LEVENTE LATKÓCZY 7 We speak a different language. Like a very
old language.
(Yes, we speak old language.)
Not a lot of people know Hungarian, but
we are scouts, we speak Hungarian.
Title card: Home in the Heart
Hungarian Scouts in Los Angeles
8
19
PART I – SCOUTING 9
SOT: LÁSZLÓ LATKÓCZY, TROOP
LEADER, HUNGARIAN SCOUT TROOP
OF HOLLYWOOD NO. 17.
Kids putting on shoes, preparing to leave
10 My father was a lifelong scout. I was born
in Toronto, Canada.
I think I was 6 months old, when my
parents for the weekend, took me to a
scout camp in 1965.
SOT: LÁSZLÓ LATKÓCZY
CU László driving, taking the family to the
hike
CU Kids in the car
Driving down the freeway
11 I’ve been at six scout troops throughout
my life, on two continents, I’ve moved
around a lot, and ever since March of
2000, I’ve lived in LA.
Arriving to the park 12 NAT: All right, we arrived
SOT: LÁSZLÓ LATKÓCZY
Leaders meeting, discussing the program
13 Once I actually became a parent, I actually
then became a full scout master, full troop
leader.
Discussing the meeting program 14 [NAT: discussing the meeting program]
SOT: ÁRPÁD VARGA, SCOUT MASTER,
HUNGARIAN SCOUT TROOP OF
HOLLYWOOD NO. 17.
Preparing the flag
Kids help their patrol leader to prepare the
flag
15 I was born here, grew up here in Los
Angeles. Like any other American kid,
went to Los Angeles public school, but on
the weekends, or actually on Friday nights,
we had our scout meetings, back then it
was every Friday, once a week.
And then on the weekends, we would have
scout trips sometimes up here where we
are right now, or sometimes further up in
the sierras.
16 NAT: leader instructs the kids
SOT: ÁRPÁD VARGA
Kids helping to prepare the flag
17 Sometimes I think, like many kids, you
don’t necessarily want to go, because it’s
like “oh, you have to…”, like they’re keep
telling us, to speak this language,
Hungarian, and we want to speak English,
because it comes more naturally. But then
there’re always fun things, too. There’re
always friends, there are always fun
programs, games, stuff like that.
20
SOT: ÁRPÁD VARGA
Archival still images, scout meetings in the
‘70s and ‘80s
- last photo: flag ceremony
- transition to today’s flag ceremony
18 Once I started getting a little bit older, and
we were learning interesting stuff, and
going out in the nature more, doing more
adventurous things in the summer camps,
then it became more fun.
Those memories will last forever!
19 NAT: László Latkóczy blows the whistle
SOT: LEVENTE LATKÓCZY
Gathering for flag ceremony
WS troop lining up for ceremony
CU patrols lining up
20 My dad… we all line up and he calls
people out to pull it up and down. First we
pull it up, and then we pull it down.
If we pull the flag up, it means we’re
starting the entire thing, and then we just
learn, we basically learn, how to speak
Hungarian, and right after learning, we
play friends’ games like freeze tag, and
then my dad comes back out, he blows the
whistle, and then we all like line up in our
spots, and then we pull it down. And if we
pull it down, it means we stopped
everything, we ended. And we’re just free.
Pulling up the flag 21 NAT: flag ceremony
SOT: LEVENTE LATKÓCZY
Kids on camera
Kids in the forest
WS kids sitting on a rock
22 We go hiking…
Yeah, we go hiking, we go to lakes, we go
out Big Bear sometimes, we go camping,
and the summer we go for and eight-day
camp.
SOT: ÁRPÁD VARGA
Kids learning to tie knots
Árpád camera
23 Yes, we went camping, and learned about
that kind of stuff, which is great, you
know, tying knots, making a camp fire,
things like that which are great and
wonderful, but on a deeper level it also
meant… we also got in touch with the
language and the culture that our parents
left behind.
CU program schedule
MS leaders discussing
24 NAT: patrol leaders figuring out what to
play
Actuality sequence: learning a folk game
than playing it
25 [NAT: kids learning and playing
Hungarian folk game]
21
SOT: ÁRPÁD VARGA
Kids playing the game they learned
26 Because my parents left Hungary the way
they did, and for the reasons they did, I
don’t think it was ever even a question for
them that they would maintain their
Hungarian language and heritage.
SOT: ÁRPÁD VARGA
On camera
(If available: photo of parents)
27 My father fought in the Hungarian
revolution against communism in 1956,
they basically fled a communist
dictatorship behind the iron curtain.
SOT: LÁSZLÓ LATKÓCZY
On camera
(If available: photo of father and
grandfather)
28 My father was an active participant in the
revolution, 1956, he grabbed a weapon like
next person, he fought in the streets, his
father, my grandfather did, too, he was
killed, Nov. 7, and so my father just had to
flee the country. From one minute to the
next. And he just left.
22
PART II – REVOLUTION 29
Title card:
Budapest, Hungary
1956
30
Archival footage, Budapest 1956 31 NATs: sound of archival footage
+ music
SOT: ÁRPÁD VARGA
Archives, ‘56
Photos of Péter Varga, father or Árpád
32 When the revolution broke out in Oct. 23,
1956, my father was down south, in
Southern Hungary. He traveled up to
Budapest, to the capital, found out, where
the biggest need was for freedom fighters,
and he went there to the Corvin square to
fight in one of the areas of the heaviest
fighting.
SOT: LÁSZLÓ LATKÓCZY
Archives, ‘56
Photos of parents
33 As soon as the opportunity arose on Oct.
23, 1956 for him to get out on the street,
too, with a weapon and start fighting, he
did it. He knew, this is going to have
consequences if it fails and all, but it’s
either you stand up for what you believe
is right, you know, fight against
communism, or, you know, if you don’t,
then why live?
ARCH: tanks on the streets of Budapest 34 [NAT archival footage, Budapest fights]
SOT: ANIKÓ SCHAFFER, 1956 Freedom
Fighter
Archives, ‘56
35 Az Üllői úton jöttek az orosz tankok. És
ott akartuk megállítani a tankokat, hogy
ne bírjanak a körútra fordulni.
Molotov-koktélt csináltunk ott, amit csak
tudtunk, a szomszédok a népek hordták
oda az üres üvegeket, töltöttük föl
gazolinnal. Mondom, csak az volt
előttünk, hogy ezt meg kell állítani.
Russian tanks came down Üllői avenue.
And we wanted to stop the tanks there, so
they couldn’t turn onto the main
boulevard.
We made Molotov cocktails and whatever
else we could use to stop them. Folks from
the neighborhood were bringing the
empty bottles, and we filled those up with
gasoline.
All we knew was that we had to stop them.
23
SOT: SÁNDOR SZOBOSZLAI, 1956
Freedom Fighter
Archives, ‘56
36 Az első harckocsi, ami volt
Magyarországnak, illetve a
forradalomnak, abból én vettem ki az
oroszokat. A parancsnoki ajtó az nyitva
volt, mert lebegett. Á, mondom, ez egy
alkalom arra, hogy én fölugorjak a
harckocsi tetejére, fölugortam a harckocsi
tetejére, s akkor kinyitottam a fedelét, és
akkor már volt pisztolyom, szereztem
pisztolyt akkor már, és akkor mondtam,
hogy “davaj, davaj”.
I was the one who took the Russians out
of the first tank the Hungarian revolution
captured. I noticed that the commander’s
door was open, so I thought it was an
opportunity to jump on the top of the tank.
So, I jumped on the tank, I opened the
door. By then I already had a pistol, so I
said to them: “davai, davai”.
NAT: SÁNDOR SZOBOSZLAI
Szoboszlai showing a picture of the tank
CU Szoboszlai’s hand showing the picure
37
ACTUALITY: Szoboszlai showing a
picture
Ez az a tank, amiről beszéltem. Itt van a
ház, látod, így szét van lőve.
De most ez a ház már nincs meg. Mert ezt
lebontották, és egy rádióépület van itten
helyette.
Itt kinyitottam a tetejét neki, és akkor,
amikor már fönt voltam, akkor már jöttek
mások is segíteni nekem. Úgyhogy
kihoztuk a davaj-legényeket.
És látod, itt már irányítják a tankot, hogy
merre menjen meg hasonló dolgok, ez
mind szabadságharcos itten.
This is the tank I was talking about. See,
this house is already damaged.
But the house is no longer there, they
pulled it down, and built a radio station
building in its place.
24
I opened the door here, and when I was
up there, others came to help me. So, we
pulled those “davai-guys” out.
See, these are all freedom fighters here,
already controlling the tank.
SOT: ANIKÓ SCHAFFER
Archives, ‘56
38 Nekem az volt a dolgom, hogy az
elhasznált lőszereket kellett válogatnom,
úgy segítettem nekik, hogy ez a méret
idemegy, az a méret odamegy.
My job was to help the fighters, by sorting
the used cartridges for re-use. “This size
goes here, that size goes there.”
SOT: ANIKÓ SCHAFFER
Archives, ‘56
39 Ott nem volt az, hogy te egy nő vagy,
hogy te egy gyerek vagy… A sógorom 14
évesen harcolt mellettünk. A férjem volt
24 éves. Én meg 18. Abban az időben
mindenki egyforma volt. Mindenki
harcolt. Mindenki harcolt, éhesek voltunk
– a szabadságért. Az, hogy már ne
legyünk elnyomva.
It did not matter if you were a woman or
a child. My brother-in-law was 14, and he
fought with us. My husband was 24. I was
18. That time, everyone was equal.
Everyone was fighting. Everyone. We
were hungry – for freedom, for no longer
being oppressed.
40 [break, archives]
SOT: SÁNDOR SZOBOSZLAI
Archives, ‘56
41 Az orosz az végeredményben egy
világhatalom volt, és nagy gépezete volt
neki, úgyhogy senki nem merte volna ezt
elgondolni, hogy ilyesmi megtörténik,
hogy a nagy szovjet hatalmat egy ilyen
kis nemzet emberei mint mi, tönkreteszik,
és egyik napról a másikra harcképtelenné
tesszük őket.
25
At the end of the day, Russia was still a
great power with a great military
machine. No one even dared to imagine
something like this, that the great Soviet
power could be disarmed by such a small
nation like us from one day to the next.
SOT: ANIKÓ SCHAFFER
On camera
42 Egy olyan dologért harcoltunk, ami
lehetetlenség volt. Egy ilyen nagy
csapattal, orosz csapattal egy ilyen picike
kis nép szembeszáll, hát az nem igaz.
We fought for something that was
impossible. Such a small nation confronts
an army as big as the Russians – this was
unreal.
SOT: SÁNDOR SZOBOSZLAI
On camera
43 Óriási jelentősége van annak a
forradalomnak. A Hruscsov, ha nem veri
le a forradalmat, akkor már előbb a
kommunizmusnak vége lett volna.
That revolution was extremely significant.
Had Khrushchev not crushed the
revolution, communism would have come
to an end even earlier.
Title card
On Nov 4, 1956., at least 1,000 Soviet
tanks entered Budapest to put an end to
the uprising.
Thousands of Hungarians were killed,
and 20.000 wounded.
44
SOT: ÁRPÁD VARGA
Archives, ‘56
45 After the revolution was crushed, the
Soviets and also the Hungarian secret
police, the Hungarian communist secret
police basically rounded up anybody that
they could find, who took part in the
revolution.
SOT: SÁNDOR SZOBOSZLAI
46 Ellenforradalmárok vagyunk, ugye.
We were considered „counter-
revolutionaries”, you know.
26
SOT: ÁRPÁD VARGA
Archival footage about people crossing the
border
47 Because my father was a Hungarian
freedom fighter, he didn’t really have a
choice to stay in Hungary.
He didn’t want to leave, but he wanted to
live in a free country, and he would have
been even caught by the communist secret
police, they most likely would have ended
is life.
SOT: ANIKÓ SCHAFFER
On camera
48 Ha otthon maradunk, vagy Szibériában
kötünk ki, vagy ott, ahol a többi
szerencsétlen: fölakasztanak. Vagy
agyonlőnek.
Had we stayed at home, we would have
ended up either in Siberia, or together
with the other miserables – being hanged.
Or shot.
SOT: SÁNDOR SZOBOSZLAI
On camera
49 Kivégeztek volna, mint a pinty.
We would have been executed like dogs.
SOT: ANIKÓ SCHAFFER
On camera, Anikó getting emotional
Fade to black
50 Így hagytuk el az országunkat. Azt a
gyönyörűt… Úgyhogy ez van… Ez van,
így jöttünk el. Így maradtunk életben.
This is how we left our country. Our
beautiful country… This is it... This is
how we left. This is how we stayed alive.
PART III – IMMIGRATION 51
Title card:
Around 200,000 were forced to flee
Hungary after the revolution.
38,000 found asylum in the U.S.
52
SOT: SÁNDOR SZOBOSZLAI
Fade from black
53 Sírtam. Sírtam, mikor átléptem a határt,
akkor is sírtam, mikor először
visszamentem Magyarországra. Szóval
sírtam, mikor mentem, sírtam, mikor
jöttem.
I cried. I cried when I crossed the border,
and I cried when I returned to Hungary
for the first time. I cried when I came, I
cried when I went back.
27
SOT: SÁNDOR SZOBOSZLAI
Still images from early years of
immigration
54 Nagyon nehéz volt, mert az első öt év az
kínlódás volt nekem. Honvágyam volt.
It was very distressing, the first five years
was a great burden for me. I was
homesick.
SOT: SÁNDOR SZOBOSZLAI
Still images from early years of
immigration
Sandor and Anikó having lunch in
restaurant
55 Kerestük, hogy mit vegyünk kaját ugye,
és akkor a konzervek közé mentünk, és
ott volt, hogy máj. És a májat azt a
kutyáknak készítettük. És akkor
hazavittük és megsütöttük. És a
kutyaeledelt szépen finoman megsütöttük
hagymával, és olyan jóízűen megettük.
De hát azért későbben rájöttünk arra,
hogy itten a magyar ételt is meg lehet
csinálni, még talán jobban mint otthon,
mert egymás után voltak éttermek
alakultak az éttermek, és ott összejöttünk,
beszlégettünk, cigányzene, tánczene, és
miegymás, szóval beleéltük magunkat,
visszaszereztük a magyar életet.
We went to buy groceries, and we found
cans labeled “liver”. We didn’t know they
were dog food. So we went home and
attentively cooked the dog food with
onions, ate it, and found it to be delicious.
Later, we found out that it’s possible to
cook Hungarian style food here, too,
perhaps even better than back home.
Hungarian restaurants opened, one after
another, so we gathered there and had a
great time with good conversation, gypsy
music, and dance music. We “lived it up”
and recovered our Hungarian lives here.
SOT: SÁNDOR SZOBOSZLAI
Still images from early years of
immigration
56 Mikor már oda jutottam, hogy viccet
tudtam mesélni, és azon nevettek, akkor
már otthon voltam.
When I was finally able to tell a joke (to
Americans) that was understood and
laughed at, then I felt home.
28
SOT: SÁNDOR SZOBOSZLAI
1956 Commemoration
57 Nem éreztették velünk, hogy idegen
nemzetiek vagyunk. Mert itt Amerikában
itt mindenki állítólag vagy a szülei vagy a
dédszülei ugye ezek mind bevándorlók
voltak.
No one made us feel like aliens. At the
end of the day, here in America, everyone
is the child or great-grandchild of
immigrants.
SOT: ANIKÓ SCHAFFER
1956 commemoration
58 Itt nincs olyan, hogy különbséget teszünk.
Azok is éppen olyan bevándorlók, mint
mi voltunk, mi előbb jöttünk, ők később
jöttek. Nekem oly mindegy, hogy… még
az oroszokat is elfogadom. Nem szívesen,
de elfogadom.
There’s no such thing as discrimination
here. Immigrants are immigrants, just like
we were. We came earlier, they came
later. For me, it doesn’t matter… I even
accept the Russians. Not gladly, but I
accept them.
SOT: ÁRPÁD VARGA
Still images about Péter Varga
59 My father was grateful always that they
were able to live here in a free country,
become Americans, become proud
Americans, but at the same time, raise
their kids as Hungarians. Hungarian-
Americans.
SOT: SÁNDOR SZOBOSZLAI
On camera
Sandor and Anikó places flowers at the
memorial
60 Megmaradtunk magyaroknak, és talán itt
jobb magyarok vagyunk itt kint, mint
otthon lehettünk volna.
We remained Hungarians, and perhaps
we are better Hungarians here than we
could ever have been, had we stayed in
Hungary.
SOT: ANIKÓ SCHAFFER
On camera
61 Én büszke vagyok arra, hogy magyar
vagyok, de viszont büszke vagyok arra,
hogy amerikai is vagyok.
I am proud to be Hungarian, but I’m
proud to be American, too.
29
PART IV – IDENTITY 62
Hiking sequence 63 Music
SOT: LÁSZLÓ LATKÓCZY
64 The concept of being American has
broadened very much. I can consider
myself American, I can consider myself
partially to be or be Hungarian at the same
time. It’s not something that’s mutually
exclusive anymore.
SOT: ÁRPÁD VARGA
65 I’m Hungarian-American. America is my
home, born and raised in Los Angeles, but
in a way, Hungary is also home.
SOT: KEVE LATKÓCZY 66 In Hungary there is this huge lake, there is
a little island, it’s probably like one-meter
long, I remember when I was little, I could
swim a little. I would swim always there.
There would be boats, once I was pretty
close to hitting a boat, really close… and I
would always get ice cream.
SOT: LEVENTE LATKÓCZY 67 We basically came to visit “nagymama és
nagypapa”.
They are our grandparents.
SOT: LEVENTE LATKÓCZY 68 We went to my dad’s mom, he has a small
house and she lives in an apartment, and
she has a really small house, we went in, I
remember, she is giving me a stuff to (??),
and then she’s giving me cars, me and
Keve.
SOT: LEVENTE LATKÓCZY 69 I felt home, it’s because like where we
actually supposed to be, in Hungary.
Because we’re Hungarian, and a lot of
people speak Hungarian, so I feel like I
was in the right spot.
70 [music]
30
PART V – HERITAGE 71
SOT: ÁRPÁD VARGA
On camera, emotional
72
Yeah, we’re American, and we appreciate
and respect that, and love our country, but
we also love this other culture and
language, that we grew up with.
And it gave us a lot… wow… “bocs”…
(“excuse me…”) you know, it gave us a
lot of, you know, a big plus in our lives,
something… something extra.
73 [music]
SOT: LÁSZLÓ LATKÓCZY
Ildikó Latkóczy teaches Hungarian to the
kids
74 I never really questioned my parents on
passing on Hungarian customs to us, or
speaking to us in Hungarian, and I think
it’s mainly because of scouting.
75 [NAT: Hungarian lesson]
SOT: ÁRPÁD VARGA
Various shots about kids learning
Hungarian
76 The Hungarian language is a beautiful
language, it’s very expressive, I’m very
grateful… to my parents for having taught
me the… the language even if it was a
little bit, you know, sometimes tough at
the beginning. But I couldn’t… I couldn’t
imagine now not speaking Hungarian, not
having that as part of my life.
77 [NAT: Hungarian lesson]
SOT: LEVENTE LATKÓCZY
Hungarian lesson
78 The Hungarian ABC is a lot longer than
the English ABC, because a lot of the
words… there is a line sometimes, two
lines there’s two dots, so it’s quite
different.
SOT: KEVE LATKÓCZY
Hungarian lesson
79 We learn words, and then my mom writes
pictures, stuff that we need to come up
first you need to say it, then write it, and
then you’ll see if it’s right. And I know
right a few stuff, but not all.
SOT: LEVENTE LATKÓCZY
Hungarian lesson
80 So, she doesn’t just write it, she asks us
sounds and then we need to find those on
our sheets.
81 [NAT: learning Hungarian Ö]
31
SOT: KEVE LATKÓCZY
Hungarian lesson
82 It’s like two eyeballs. It’s like an O and
two dots. It’s like a happy face but sad
face.
SOT: LEVENTE LATKÓCZY
On camera, transition to another location
83 But in English, there’s just O. There’s no
different sounds of O.
There’s A, U, those stuff.
This does not just happen on O, it also
happens on U. And not on another letter
in in the Hungarian alphabet.
84 [NAT: Hungarian lesson]
ACTUALITY INTERVIEW: LEVENTE
AND KEVE LATKÓCZY
On camera
Kids playing
85 - BM: When they ask you to speak in
Hungarian, what do you feel, what is
your reaction?
- together: “OK...”
- Keve: It’s pretty annoying. Pretty
annoying.
- BM: Is it difficult to speak
Hungarian?
- Keve: No.
- Levente: Not really, because you just
kind of change your language, but I’m
really used to English, it’s because
every time I go to school and I learned
English from pre-school.
86 [NAT: kids playing]
SOT: LÁSZLÓ LATKÓCZY
On camera
87 I’m sure, many children of immigrants,
they would simply think, why should I
really do this? Why is it important, the
other kids around me aren’t doing it.
SOT: LÁSZLÓ LATKÓCZY
Hiking in Griffith Park
88 You’re not going to realize it at age 10 or
15, or maybe not even at age 20, but
certainly, later on, you’re going to realize,
it’s important to have a community that
you can identify with and belong to.
SOT: LÁSZLÓ LATKÓCZY
Hiking in Griffith
89 Hungarian scouting in exteriors, outside
of Hungary, has succeeded in providing
that to me, and to tens of thousands of
other people.
32
SOT: ÁRPÁD VARGA
Makin a photo with Hollywood sign
90 I think, scouting is the organization that
keeps people together the most, that really
builds a family-like community.
Troop together in from of Hollywood sign 91 [NAT: troop chanting “Hollywood
Cserkeszcsapat”]
SOT: ÁRPÁD VARGA
On camera
Establishing, Hungarian Reformed Church
of Hollywood
Gathering indoors
92 Our scout troop is located here in
Hollywood, at the Hungarian Reformed
Church, there is another scout troop here
in Los Angeles, near downtown, at the
catholic church, there is a scout troop in
San Francisco, or the Bay Area, a newer
scout troop in San Diego.
93 [NAT: kids watching 56 archive film]
94
[NAT: troop master explaining to the
kids]
“Ez nemcsak egy TV-műsor, hanem ez az
életetekről szól.
Kinek a családja vett részt 56-ban? ... Ki
volt? – Nagyapa. – Nagyapa – Igen.
Neked ki volt? – Nagypapa... nagypapa.
Apukám és nagypapám. – Nekem az
édesapám.
This is not just a TV program. This is
about your lives.
Whose family participated in 56? Who? –
Grandpa. … Grandpa… Yes. And you? –
Gradfather. Grandfather. – My dad and
my grandfather. – My father.
SOT: ÁRPÁD VARGA
Meeting indoors
Learning Hungarian, indoors (elder group)
95 When I was a kid, a lot of the scout
parents were either Hungarian freedom
fighters, who had left Hungary after
fighting in the revolution, or people who
didn’t necessarily fight, but then after the
revolution in ’56. In later years, scouting
didn’t end, it continued, because families
coming from Hungary or from
Transylvania in the ‘70s, the ‘80s, the
33
‘90s, and on up through today, still found
value in scouting.
SOT: ÁRPÁD VARGA
Meeting indoors
or: lighting a birthday cake
96 I think, in order to keep a Hungarian-
American community alive, scouting is
very important, probably the best way to
do that.
97 [NAT] „Ezért nagyon meg kell becsülni,
és megérteni, hogy miért fontos, egy,
magyarnak lenni, és, kettő, ma miért
ünnepeljük Ötvenhatot.”
This is why you have to appreciate and
understand, why is it important to be
Hungarian, and why we still memorialize
the 1956 Revolution today.
SOT: LÁSZLÓ LATKÓCZY
Kids watching the film of 56
98 You can’t have any real deep discussions
with them, obviously, about, you know,
1956 revolution and communism. You
could talk to them about it on some level,
but you can’t go too deep.
SOT: LÁSZLÓ LATKÓCZY
Kids playing indoors or outdoors
99 I think the level what they understand that
it’s fun for them, being with the other
kids.
100 [NAT: kids playing]
SOT: LEVENTE LATKÓCZY
101 I like scouts, because we have a lot of fun,
other kids come, we play with friends.
There’s not really boringest [sic] part
because it’s a lot of fun.
SOT: LÁSZLÓ LATKÓCZY
Learning folk songs outdoors
102 A number of parents have told me, you
know, we come back from scout camp,
they here they are singing Hungarian folk
songs in the shower in the morning.
103 [NAT: kids singing Hungarian folk song
with their father]
or
[NAT: troop learning Hungarian folk
songs]
34
SOT: LÁSZLÓ LATKÓCZY
On camera, transition to hiking
Latkóczy hiking with kids
104 The vision really is, for today’s youth
here, for my two boys, and for the other
ones, to carry on this tradition, so they
could see it themselves.
I would not want them not to know what
this is all about.
SOT: ÁRPÁD VARGA
105 I see it these days as carrying on my
father’s and my parents’ legacy,
continuing their decades of work in
Hungarian scouting here in Los Angeles.
SOT: LÁSZLÓ LATKÓCZY
106 It’s a lifestyle, and a life choice. There is
a real life choice and a code you live by.
That’s what my father really taught me.
107 [NAT: Latkoczy with kids]
SOT: LÁSZLÓ LATKÓCZY
Laszlo with kids hiking
108 The biggest reward in this is having my
kids be part of this. That’s really now the
biggest reward. That they could see
something, that their father grew up in,
they could see something that grandfather
was a part of.”
SOT: LÁSZLÓ LATKÓCZY
On camera
Family dinner, kids playing at home
or: pulling down the flag
109 Sometimes I stopped and I thought, you
know, what would’ve happened if I
stopped doing this? I think I’d miss out on
something. There is a meaning to
volunteerism, to building community,
having your family part of it, and yes,
sometimes it can get a little strenuous,
stressful, but it still gives me a rewarding
feeling in the end.”
If I just stopped, definitely something
would be missing from my life.
SOT: LÁSZLÓ LATKÓCZY
Pulling down the flag
110 We’ll see where my sons end up in five,
ten, fifteen years, ultimately, it’s going to
be their decision, I hope they stick with it.
Whatever they choose later on in life,
they’re always going to remember
Hungarian scouting and the Hungarian
community.
Abstract (if available)
Abstract
In 1956, more than 200.000 Hungarians had to flee their home country, after Soviet tanks brutally crushed the Hungarian revolution against the communist regime. Around 38.000 of them found asylum in the United States. While many of the Hungarian refugees assimilated and became Americans, some of them tried to preserve and pass on their heritage, including Hungarian identity, language and culture. Scouting was an important tool to that end. Hungarian ethnic scouting today still remains a major device for second and third generation Hungarian Americans to keep in touch with their ancestors' home country and its culture. This thesis is the written script of a documentary film that shows parts of the life of a Hungarian ethic scout troop located in Hollywood, while reveals the motivations of second-generation boy scout leaders to pass on this heritage to kids who were already born and raised in California. We hear all three generations' perspective. Hungarian freedom fighters talk about how they survived the revolution and why they had to leave the country they had been willing to die for. Second generation Hungarian American scout leaders explain the importance of the community, the gratitude they feel for their parents, and the desire to pass on their legacy to the kids. And the kids, under 10-years-old third generation immigrants, explain their connection to Hungary and to scouting community. This documentary profiles a unique way to respond the challenges of immigration. By the end of the film we may have a better understanding behind the motivations to keep a non-American heritage in the United States through generations.
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Asset Metadata
Creator
Mohay, Benedek
(author)
Core Title
Home in the heart: Hungarian scouts in Los Angeles
School
Annenberg School for Communication
Degree
Master of Arts
Degree Program
Specialized Journalism
Publication Date
04/12/2018
Defense Date
03/22/2018
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
1956,Children,Cold War,Communism,Community,culture,documentary,dual identity,freedom fighter,heritage,Hungarian,Hungarian revolution,Hungary,identity,Immigrants,immigration,Integration,legacy,National,nationality,OAI-PMH Harvest,revolution,scout,scouting,scouts,second generation,third generation
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Birman, Dan (
committee chair
), Chao, Megan (
committee member
), Imre, Anikó (
committee member
)
Creator Email
mohay@usc.edu,mohayb@gmail.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-3660
Unique identifier
UC11671459
Identifier
etd-MohayBened-6227.pdf (filename),usctheses-c89-3660 (legacy record id)
Legacy Identifier
etd-MohayBened-6227.pdf
Dmrecord
3660
Document Type
Thesis
Rights
Mohay, Benedek
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...
Repository Name
University of Southern California Digital Library
Repository Location
USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA
Tags
1956
documentary
dual identity
freedom fighter
Hungarian
Hungarian revolution
scouting
second generation
third generation