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Oral History Project

Jill A. Pierson, June 26, 2016

Abstract & Essential Question

This lesson is designed to educate senior high school students.  The estimated time of completion for this assignment is two 40 minute class sessions.  This assignment will require students to work independently to gain an understanding of Oral History.  Students will study the fundamentals of oral history, conduct an interview, write, and present an oral history project.  What is Oral History?  How to conduct an oral history interview?  How do interviewee’s story enrich our understanding of history?  What is the past, and why is it important? How do we learn about events in the past? How are historical accounts influenced by the biases of eyewitnesses?

Performance Objectives

Students will be able to understand that their lifetime represents a small piece of history.  They will make connections between important events and larger historical events.  Students will learn to take an oral history. Finally, they will learn to write an account of the event which synthesizes eyewitness testimony from two or more sources.

Outcomes

After completing this assignment students will understand what is oral history.  They will have experience with conducting and writing an oral history essay.  Finally, students will understand how an oral history enrich the study and interpretation of history.  This knowledge is useful when studying different eras in American History.

Scaffolding Knowledge

Level Activities (Questions that each writer will address in their article)
Remember
  • When did the event in the article take place? (applicable to all roles)
Comprehension
  • Can you explain what is happening? (applicable to all roles)
Apply
  • What facts from the interview would you elect to write about in your article? (applicable to all roles)
Analyze
  • Differentiate fact from the interviewee’s opinion in the article. (applicable to all roles)
Evaluate
  • What conclusion can you draw from the interviewee you selected?
Create
  • The end product will allow students to be creative in developing an interactive presentation.

Multiple Intelligences

Existentialism
  • Address concepts the What impact does the interview Women’s Suffrage Movement have on me?
Verbal/Linguistic
  • Note taking
  • Individualized Reading
Logical-Mathematical
  • Timeline of Interviewees Experience
Musical
  • Part of the YouTube Videos 
  • Example of Audio Interview
Bodily-Kinesthetic
  • Not applicable
Spatial/Visual
  • Photos (Part of interview)
  • You Tube Video 
Interpersonal
  • Verbally Presenting Findings to Class
Intrapersonal
  •  Writing a research article based upon their interview

Mind Styles

Concrete Sequential
  • Task is presented in sequential historical order
  • Logical sequence to information presented
  • Factual
Concrete Random
  • Independent Learning
    • Writing Article
  • Variety in tasks 
Abstract Random
  • Detailed Assignment
  • Colorful Visuals
Abstract Sequential
  • Access to Resources/Reference
    • Internet Websites
    • Notes

Standards Addressed

New Jersey Standards Addressed

Social Studies

6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

6.1.12.B.6.b Compare and contrast issues involved in the struggle between the unregulated

Technology Standard:

8.2.2.A.4 Choose a product to make and plan the tools and materials needed

Teacher Preparation

  • Background Information/Lesson on Oral  History
  • Computer Lab
  • Moddle/Black Board
  • applicable

Key Terms

Vocabulary 
Circumstance Situation, condition
Primary Source Any piece of information that was created by someone who witnessed firsthand or was a part of the event being described.
Detail-oriented Take the direction of covering every topic

Perspective

Point of view or attitude about something
Oral evidence Spoken facts and incidents

Alternate Outline – Accommodations

Students Below Grade level

  • Provide students with a quiet place of work that is free from distraction
  • Teach to multiple intelligence

Students Above Grade Level

  • Advance students will able to conduct additional research

Lack of Technology

  • Majority of the assignment can be completed at the computer lab.  Assignment can be adapted to be a paper based model.

Suggested Follow-Up

Vietnam Archives

New York Oral History Project

What did you do in the War grandma

Sources

Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic, 1983. Print.

Gregorc, Anthony. Learning/Teaching Styles: Their Nature and Effects. Student Learning Styles. National Association of Secondary School Principals, 1979.

Sousa, David. How the Brain Learners. 4th ed. Thousand Oaks, CA: Corwin, 2016. Print

Image Microphone:  http://tinyurl.com/hpebgrl (Accessed 06.19.2016)