Using

Oral History in Place-Based Integrated Education Projects

Training Guide 2012

I WAS THERE Project and the John Nicholas Brown Center for Public Humanities
and Cultural Heritage

Table of Contents
Introduction .. 3 What is Oral History? . 4 Why do Oral History? . 4 An Archive: What, How, Why? .. 5 How can Oral History be used in the classroom? .. 8 Management of Project .. 8 Types of Interviews .. 9 Tips & Materials. 12 Preparing Students to be Interviewers 13 Developing Questions 13 Role Assignments ..14 Transcribing .17 Useful Resources .. 18 Glossary .. 19 Appendix .20
This guide is intended as a resource for teachers at the Vartan Gregorian Elementary School at Fox Point who have been working on the I WAS THERE Project (IWT) since 2008 and as a resource for participants in the 2012 I WAS THERE Teaching Institute. Brown University graduate student Rachael Jeffers compiled the guide, with help from Professor Anne Valk and IWT Teacher-in- Residence Susan Hradil. All images used in the guide can be found on the IWT Project Flickr: http://www.flickr.com/photos/iwasthereproject/. The guide can be found on the IWT Teaching Institute resource site: http://iwtengagement.wordpress.com/ and on the IWT external hard drive at the JNBC. --Rachael L. Jeffers Brown University Public Humanities MA Candidate, 2012

Introduction
Oral history practices offer exciting and creative ways to engage students with history and other disciplines. The I WAS THERE Project has been using oral history techniques in their integrated arts and oral history program for fourth and fifth graders since 2008. The project explores the history and culture of Fox Point, the neighborhood around the school, as a way to introduce students to research methods, communication skills, interpretive and expressive practices, and academic content across numerous subjects. Each year the project focuses on a different theme, allowing students to investigate and tell the history of the Fox Point community in Providence, RI through a new lens. I WAS THERE themes: 2008-2009: I WAS THERE: Stories of Immigration, School Days and Neighborhood Life (skits) 2009-2010: Explorations of Narragansett Bay (live radio show) 2010-2011 Hammering Out a Living: Jewelry Production (exhibit) 2011-2012 A Taste of Home: Food and Culture (memoir cookbook) Oral history, a practice using open-ended interviews to record the memories and stories of the past from individuals, plays a central role in I WAS THEREs approach to place-based learning. The I WAS THERE Project has employed oral history methods in the elementary classroom to build community, create a connection to the past, and help students put into context the history lessons learned through the program. Hearing current and former residents stories about the Fox Point neighborhood has helped students gain a stronger sense of place. The interviewees who return to share their stories feel included in the community in a new way. This document explains oral historys methods and describes how I WAS THERE uses this process. While the traditional practice of oral history involves one-on-one interviews, the I WAS THERE Project is organized to include all students in one or two group interviews in their classroom. Students are assigned roles so that each contributes and all witness each interview. This approach to classroom oral history projects often leads to unexpected opportunities for students to train each other, build skills in teamwork, and really take ownership of the process. Students have the opportunity to practice the interviewing process in class, evaluate each other, and suggest changes before conducting the recorded interview. The recordings made by students are then used as material for creative products: a radio show, a series of skits, an exhibit, and a memoir cookbook. This brief guide is intended as a resource for teachers at the Vartan Gregorian Elementary School at Fox Point who have been working on the I WAS THERE Project since 2008 and as a resource for participants in the 2012 I WAS THERE Teaching Institute.

What is Oral History?

Oral history is the process of recording interviews with witnesses and/or participants in a historical event or those with experiences of a specific place or time. These recordings (audio, video) can then be used to help put a time period into context, painting a more personal picture of history. An oral history project, in which multiple people are interviewed about a related topic or theme, aims to build and preserve a collection of memories and personal commentaries of historical significance through recorded interviews.1 Such a collection can be the basis for research and creative projects that analyze, interpret, and present community history to other audiences. Students at any level can be a part of constructing an archive of historical memory and through so doing, can foster connection between their school and the wider community.

Why do Oral History?

Integrating oral history into the classroom can help to enliven discussions and make the past more interesting for students. When they begin to make connections between their own lives or see similarities between their interview subjects and a grandparent or family friend, students begin to recognize the continuum of history and the impact of the past on their present. These personal stories present a more expansive or inclusive view of history, including local stories, accounts of daily life and the acts of everyday people that are typically omitted from textbooks or formal curriculum. Oral history interviews also have a cross-disciplinary appeal. Questions can include everything from a subjects memories of what life was like during World War II to whether or not they noticed changes in the local economy or environment when a major employer left town. Interviews can powerfully capture multisensory and emotional experiences, recording not only what happened, but also memories of smells, tastes, and feelings. In this way, oral history can be connected to everything from history to natural science, math and economics to writing and reading. Connections with any subject can be modified depending on the grade level(s) and curriculum standards. Following interviews, students can work on projects and/or events that will showcase not only the stories that were shared, but also their own learning and the skills they have gained and/or improved throughout the project. Finally, training students in oral history methodology encourages curiosity and builds their confidence to ask questions of the world around them. Classroom oral history projects can be initiated by an individual teacher or by a larger group, involving multiple classrooms. Either way, such projects do not require an extensive initial investment for equipment and other resources. These projects can grow and change over time depending on student needs, teacher goals, community support, and a variety of interesting themes. 1 Doing Oral History, Ritchie. p. 19

An Archive: What, How, Why?

An oral history archive is comprised of the recordings, transcripts, documentation forms, and any other materials collected and/or produced during the course of a project. This archive should be organized, accessible, and well protected from potential water, light, heat or cold damage. It is best to set up a system for archiving recordings and documents at the start of the project and to maintain this system throughout. While this can be difficult with larger or long-term projects, having a clear system for archiving recordings and all other materials will only lessen frustration at lost files and improve the final products. Ultimately, students learn the value of and potential uses for materials preserved in an archive.

Archiving Digital Files: If digital recorders are used to collect oral histories, the digital files can be saved to a portable hard-drive (or flash drive or memory stick) for safekeeping and easy access. Digital files can always be transferred to CD if needed at a later date. All digital recording files should be consistently titled with the name of the interview subject and date of recording. If files are edited to improve quality or content, it is always helpful to retain an unedited version for future uses. Files saved in WAV format are best but if your digital storage space does not accommodate such large files, save in MP3 format.

Archiving Transcripts: A transcript, a word-for-word account of the interview, is often useful when it comes to using interviews for creative and interpretive projects. Transcripts usually take around six hours to create per hour of interview audio, so allow time and resources to ensure this step of the process. Free software such as Audacity2 or Express Scribe3 can help with audio editing and transcription, slowing down the playback speed, allowing for typing shorthand, and offering some basic audio editing tools to improve the quality of the recordings. Though transcribing may seem like a hassle, these documents can be an important finding aid, making it easier to locate and share specific sections of recordings that may be of interest to a researcher or useful for a future project. Using transcripts from past oral history interviews in the classroom can also help students recognize the value of their own words as part of a historical record and helps them to see value in their work. The recording can be done with a digital audio recorder or a video; the choice of recording format should be made depending on project goals and resources. Audio recordings may be preferred when interviewing about sensitive topics or for individuals who are uncomfortable with being recorded in video format. For projects in which the quality of the sound is important, such as those that will use recordings for radio, digital audio recorders with attached microphones should be used. If projects intend to produce a film or other visual product, then video might be preferred. Or your project might opt to use both video and audio recorders, an option that expands opportunities for technically inclined students to participate and increases the likelihood of capturing recordings of high quality, but also increases the challenges of managing the collected files. Whatever the choice, equipment should be durable and dependable and users should be trained to understand the requirements for making good recordings. Records: Forms granting permission to use recordings, images, documents, and/or any other materials gathered during an oral history project should be completed with each interview subject. This expectation of releasing permission should be made clear from the start of the project so that there are no surprises, and interview subjects should be able to stipulate how recordings and any other objects are used. A best practice to follow is to share the release form with an interview subject before beginning an interview and have both the interviewee and interviewer sign the document. At the end of the interview, revisit the document and make sure that the interview subject understands that they can specify that certain items not be used or are only used in certain ways. If time does not allow for this lengthier process, release forms may be signed at the end of the interview. These forms should then be filed so that there is a record documenting how items in the archive can and cannot be used.
2 Audacity is available for free download at: http://audacity.sourceforge.net/

3 Express Scribe is available for free download at: http://www.nch.com.au/scribe/index.html

If students are responsible for making sure release forms are signed, it is important that they understand the value of this form as a legal document. Past IWT students have often asked with respect to this process, what if they say no? Interview subject should be chosen ahead of time as willing participants, but students should understand that it is still the prerogative of the interview subject to determine how their words and story to be used by the project. This longer documentation process can certainly be amended for classroom projects, which may include many interviews around a central theme. Just be sure to document how recordings and objects may and may not be used and make sure that the interview subject is comfortable with the record of intended uses.

How can Oral History be used in the classroom?

Oral history can be a useful tool for integrated teaching and learning in the classroom, drawing on multiple disciplines and engaging students with the wider community. Students gain skills in self-reflection, active and thoughtful listening, and the importance of asking good questions. Through building these skills, students begin to recognize their own place in the world and the value of each individual story as part of the fabric of history.

Oral History classroom interview with Asmerom Kidane, February 1, 2012. IWT: A Taste of Home

Management of Project:

Planning your project ahead of time is absolutely critical. If it is possible to have a project coordinator, this position will be instrumental in maintaining organization and communication with all participants throughout the project. Ideally, a project coordinator would be responsible for scheduling meetings preferably regular meeting times months in advance with teachers and other members of a project team (as determined by the project group). Project coordinators should also be involved with syllabus and lesson planning. Finally, this role also requires scheduling of interviews (making sure to notify the school office/officials of visitors) and either completing or arranging the transcription process as soon as possible following the recorded interview. It is imperative that there is clear communication between everyone involved in establishing and running a project. Using a strategy chart (see Appendix A) can be a useful way to articulate the shared goals and intended outcomes of any classroom oral history project Other free organizational tools such as Google sites, Wiki pages, and/or blogs may be useful ways to facilitate communication between all teachers, administrators, and team members involved in a project as well as provide a central location for storing documents and tracking progress via shared calendars. Ideally these organizational systems should be put into place at the start of a project so that they can be utilized throughout. Choosing the best organizational methods is different for every type of project and should ideally be

determined based on input from everyone involved about what approaches will best fit the particular project and working-style of those involved. In the past, the IWT Project has included a team of committed individuals from outside the school which have included: Organizers and Grant Writers (who also happen to be parents of students at Vartan Gregorian) Project Coordinators Teachers-in-Residence Photographers and/or videographers Artists-in-Residence Dedicated community supporters including a professor and graduate students from Brown Universitys Center for Public Humanities. The configuration of this IWT team has changed each year depending on funding, interest, need, and ability. Ideally, it would be wonderful to have each of these roles filled by one or more individuals, but the project has been successful with many variations of the team. Classroom place-based arts and oral history projects can certainly be successful when organized and run solely from within a school, relying on teachers and staff, but it is always an added benefit to have outside support and expertise.

Types of Interviews:

There are two types of interviews that could be used in classroom oral history projects. One-on-One Interviews: The more traditional method utilizes one-on-one interviews where the interviewer prepares questions and meets with the interviewee to produce a recorded interview. This method tends to produce a more clear audio recording, as background noise with just two voices can be better controlled. However, it may be difficult to produce such recordings in a classroom setting unless there is enough time, materials, and equipment. Collecting individual interviews may allow for each student to be an interviewer and will produce many more oral history recordings, however these benefits should be considered along with the staff and student time and resources required to complete such a project well. Group/Class Interviews: Other interviews can involve groups, with multiple interviewers and/or interviewees participating at one time. In order to involve large numbers of children in learning the interview process, the I WAS THERE Project has used group interview methods, with a single interview conducted in front of an entire class of students. Students cooperate to develop questions, to conduct and record the interview, and to accomplish all aspects of the interview process

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Classroom teachers can then assign students to different roles for the oral history interview. Depending on the class size, one or more students may perform the following roles: Greeter(s) to meet the interview subject and introduce them to the class, Interviewer(s), Recorder(s) for operating both audio and Flip-video recorders, Time-keeper(s), and Someone to be in charge of getting forms signed. The remaining students are asked to be active listeners during the interview and write down any possible follow-up questions so that these may be covered once the scripted questions have been asked. Active listening is a skill that the whole class should practice in preparation for the oral history interview so that they are all prepared to engage with the subject and their stories. This approach gives many students a chance to participate in the interview process without expanding beyond a manageable number of interviews. In addition, delegating roles helps minimize confusion on the part of interviewees and helps students to work together. When using this group interview method, teachers should be conscious of maintaining engagement of all students, especially those with active listening roles. The interview should not formally end until after all students with follow up questions have been given the opportunity to participate. In addition, interviewees should be briefed ahead of time to understand the context in which their interview will occur and to confirm their comfort with sharing personal and, possibly sensitive, stories in front of an entire classroom.

Students eager to ask their questions following the formal portion of an oral history interview. March 31, 2011. IWT: Hammering Out a Living.

Finally, it is also helpful to have someone available to take still photographs during the interview and a photograph at the end including the interview subject and the full class. These photos can serve as great promotional materials as well as be used to thank interviewees for participating in your project. These photos from class interviews should become part of the project archive and can be used to generate buy-in and support from

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community members. Students also become more invested in the process when they get to see their roles in the project validated through documentation. Selecting Interview Subjects: Interviewees are selected based on their knowledge of the subject, availability to visit the school classroom for at least a one-hour interview, and most importantly the stories they have to tell! This relative ability to tell stories and convey their experiences in a lively way to a young audience is especially important. For the I WAS THERE Project, the project manager and/or organizers and teachers have an introductory meeting with a potential interview subject, explaining the project to them and gauging their interest in and comfort with participating. If it seems like a good fit, the person is invited to be interviewed by the students. Depending on the number of interviews each class will complete and the availability of interesting, engaging subjects, an individual may be asked to share their story with more than one class. On average, each classroom conducts one or two oral history interviews during the course of the project, sometimes sharing an interview subject between multiple classrooms. Encourage interview subjects to bring in photographs, maps, documents, example objects (jewelry, tools, etc.), or even food samples to share with students if these will be useful in telling their story.4

Students sample food from a local Ethiopian restaurant during their interview with Asmerom Kidane. February 1, 2012. IWT: A Taste of Home

4 Note: With food (because of food allergies) or any other potentially harmful objects, necessary precautions

should be made according to school rules. Best practice should involve getting/maintaining a list of objects brought in by interview subjects just to be sure nothing is lost or damaged.

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Regarding students: Ensure that each student plays an active role in the interview process at some point helping to create questions, during the interview, follow-up questions, welcoming and later thanking interview subjects Allow students the opportunity to practice/prepare for their roles: Recorders and timekeepers should practice using the equipment, interviewers should have their own copies of the list of questions and should practice reading through the questions and using Interview Materials: each other as mock-interview subjects, etc. Audio recorder(s) Zoom or Highlight the importance of follow-up questions Marantz if possible, share an example with students that illustrates how a good follow-up question could Flip video recorder(s) optional solicit the gem of the interview! (i.e., that one Camera story no one else knows, but is so great!) Consent form Paper Regarding logistics for the classroom: Pencils If possible, schedule an outside photographer to be in the classroom during the oral history Name tags for students and interview interview subject If desired, invite parents to observe the oral Water bottle for interview subject history interview, making clear the need maintain Comfortable chair/seating area for a quiet, supportive, and respectful atmosphere interview subject Notify school office at least 1 week in advance (or whatever the standard for the school is) whenever Small appreciation gift for a guest is scheduled to be in the classroom interview subjects Keep classroom as quiet as possible during the interview to create a clear audio recording if necessary, try to find a new location for interviews if there are disruptive noises beyond your control (i.e. heating/cooling units, loudspeakers that might be used during interview, etc) Make sure classroom teachers have a backup copy of the list of questions Make sure to have extra batteries and chargers for recording and photographing equipment Test all recording equipment before interview so that any issues can be dealt with prior to interview subjects arrival Remember to take a group photo of the class with each interview subject at the end of the session Remember to have fun, enjoy the moment, thank your interview subject(s), and document the event! 5 See Appendix B for a framework of using oral history in the classroom

Tips5:

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Preparing Students to be Interviewers Learning from the Archive:

At least one week before conducting interviews in the classroom, students should be prepared for the role of an interviewer. Use in-class time to discuss what it means to interview someone and if possible, play audio recordings from previous oral history interviews for students to gain a better sense of the final recording. To help students build an understanding of how memory impacts the way history is shared; offer examples of interviews with different subjects about the same event or time period. Ask students to actively listen to the interviews and then work with them to identify the similarities and differences of the accounts.6

Developing Questions:

It is important to prepare students to be active listeners and include them in the process of developing questions. Before the interview, introduce students to their interview subject by preparing and reading them a short biographical sketch and then spend at least one class period discussing what makes a good question7 and brainstorming questions they want to ask during the oral history interview. Remind students that to find the story they will need to ask open-ended questions, rather than those that would have yes or no answers. It is the interviewers job to build opportunities for the subject to tell stories. Finally, students need to learn how to ask follow-up questions. The best stories from an oral history interview often result from careful listening and asking follow-up questions that probe for further detail.8 Say anything about role-playing as a way to help illustrate these methods? After students have brainstormed questions in class, an interview script should be developed, organizing the questions generated in a logical flow, whether chronological, thematic, or from the most to the least important topics. Students should then have the opportunity to read through all the questions and make sure they are comfortable with the script before the interview. This organizational step is important as it offers students the opportunity to learn by doing, considering what questions are useful for eliciting good and interesting stories related to the theme of the project. For example, students might discuss whether or not to specifically ask an interview subject, What did you usually eat for dinner growing up and who cooked? If the theme of the project is food and culture, this would be an important question, if the theme is something unrelated, it might not be as relevant and could therefore be cut as a question or held in reserve as a way to get a subject to start talking about their childhood in a specific neighborhood during a particular time period. Students may also question whether it is
6 See Appendix C & D for sample lesson plans on Preparing Students to be Interviewers and Learning from 7 See Appendix E for Information Sheet on What Makes a Good Question

the Archive.

8 See Appendix C for sample lesson plan on Preparing Students to be Interviewers.

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acceptable to ask certain questions. In an interview for a project centered on the theme of World War II, the Vietnam War, or even the wars in Iraq and Afghanistan, should they ask a veteran to tell specific details about their experience? For example, Did you ever see someone get shot or have to shoot someone? These are tough subjects to consider and issues of polite and respectful exchanges should absolutely be taken into account. However, from past experience in the IWT classrooms, discussion of these difficult or clunky questions can offer wonderful, spontaneous learning opportunities. Students have debated these questions on their own and with some input/moderation from teachers as they consider the implications of asking or not asking a particular question. This is an important step in their learning during the project, helping them to build critical thinking skills and teamwork as they create a list of questions to use during an interview.

Role Assignments:

For each oral history interview conducted in the classroom, students should be assigned specific roles and given time in class to prepare. Assignments should consider the strengths and weaknesses of each student, but this can also be an opportunity to challenge students to take on new roles and push their comfort zones.9 The I WAS THERE Project has given student the following roles: Welcome Letter Writers (1-2)
o These students write a letter to the interview subject, introducing the class and the theme/focus of the project, and notifying them of the date, time, and location of their interview. This is a note to welcome the interview subject into the project and a good chance for students to practice their writing skills.

Greeters (1-2)
o

Interviewers (1-2)
o

The greeters should welcome the interview subject at the school office and escort them to the classroom. They should introduce the subject to the class and make sure that they are comfortably seated and have a bottle/glass of water and anything else they may need. This is an opportunity for students to practice good social skills and act as ambassadors for their school as they introduce their classmates and teacher to their guest. The interviewers should practice reading through the questions prior to the interview. If there are two students in this role, they should divide the questions and be familiar with the script. During the interview, these students should take turns asking questions of the interview subject. This is an opportunity for students to practice maintaining eye contact as well as the clarity and speed of their speech. These students are responsible for operating the audio recorder during the interview. Equipment should be in good working condition and students should know how to use the equipment properly. They should have the opportunity to practice with the recorder before the interview so that they are comfortable and confident during the interview. They should place the recorder (and microphones, if using) in close proximity to the

Audio Recorder Operator (1)

o

9 See Appendix F for a Sample Role Assignment Chart for Teacher use.

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interview subject and monitor the equipments recording levels and functions. This is a chance for students to practice both people skills and gain a familiarity with technology. Students must be patient, focused on their task, and aware of their surroundings.

Videographers (1-2) o The videographers are responsible for documenting the interview using video cameras

Timekeepers (1-2)
o

and should have the opportunity to practice with the cameras prior to the interview. One student should be stationed at the table with the interviewer(s), interviewee, and audio recorder so that they can focus on the person giving the interview. The other camera operator should move slowly around the room during the interview so that the full class participation is also documented. Students need to hold the cameras steady and remain quiet during the interview to eliminate background noise. Again, this is a chance for students to practice both people skills and gain a familiarity with technology. Students must be patient, focused on their task, and aware of their surroundings. Timekeepers should work with the teacher to maintain a schedule. The schedule for a 60 minute class should allow for: 5-10 minutes for introductions and settling into seats 45 minutes for the scripted interview to be recorded 5-10 minutes for follow-up questions, signing the consent form, and thanking the interview subject Students in this position have a significant responsibility and the opportunity to practice organizational skills. As with any oral history, the interview subject should be given the opportunity to sign a release form, allowing for the further use and sharing of their stories.10 One student should be in charge of making sure this form is explained to the interview subject and is signed before they leave the classroom. This student may also be the one to formally thank the interview subject, offering them a bouquet of flowers or some other small gift, at the close of the recording session. As one of the last people to interact with the guest, this student should be a good ambassador of the school and represent their classmates and teacher well. The remaining students in the class should take legible and detailed notes about the recording session and should be encouraged to write down any potential follow-up questions during the interview. A note-taking sheet can serve as a prompt to record any quotes that might be useful for their final project and any questions that arise during the interview. Students should note the time when they record an important quote or question. These notes, including the time recorded, can help in using and locating specific parts of the recording at a later date. At the end of the scripted interview, time should be allotted for note-takers and any other students in the class to ask their follow-up questions while the audio recorder continues to run. While this role is not as exciting or individualized as others, it is

Release Form (1)

o

Note-Takers (remainder of class)

o

10 See Appendix G for sample Consent Form.

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equally important. Remind students that some of the best stories come from follow-up questions, so they should be actively listening and engaged in the process throughout the recording session.11

Thank You Letter Writers (1-2) or whole class

o Thank you notes should be written and sent to the interview subject during the class following the interview. This is a great whole-class activity and can serve as a chance to reflect on the process and what students learned. If time does not allow for much class time to be devoted to thank you note writing, a couple of students may be chosen to draft a letter to be reviewed by the full class and/or the teacher. If the project falls in line with the interests of a local, state, or national figure you would like to invite to the final event, this invitation should come from the students. Be sure to highlight the links between your project and the celebritys interests and include all the event information. Again, this task can be completed by a couple of students or the full class depending on the time available.

Celebrity Invitation Writers (1-2) or whole class

o

11 See Appendix H for sample Note-Taking Sheet for Students, to encourage active listening.

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Transcribing:

While class time often does not allow for students to gain experience with transcription (creating a word-for-word account of a recorded interview), it is important for them to understand the role this form of documentation plays in building the archive. If possible, share transcripts from past interviews with students so that they can see how they are useful in locating specific sections of audio recordings. A short classroom exercise utilizing transcripts could include providing students with a short, modified section of a typed transcript that includes a few mistakes. Playing the audio recording of that section, students should be asked to pick out any mistakes they might find as they follow along. Another short listening activity could involve having students try to hand-write/transcribe a short section of an interview while listening to the audio recording. Either of these classroom activities could help students gain a better understanding of the importance of transcripts and the challenges involved in doing transcription. Depending on what the final project is, consider having students work from the transcripts of their own interviews to help build their understanding of the uses of an archive.

IWT student and a Brown graduate student install Faces of Fox Point exhibit, 2008

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Useful Resources:

Online:
American Association of State and Local History (A Guide to Oral History Interviews technical leaflet): http://www.aaslh.org Doing Oral History website, Glenn Whitman and St. Andrews Episcopal School students. Available at: http://www.doingoralhistory.org/index.html (note Resources section.) Library of Congress: Teacher Resources: http://www.loc.gov/teachers/index.html o Find sample lesson plans, evaluations, and primary sources related to oral history by entering oral history into the Search box on the Teacher Resources page. Oral History Association o Principles and Best Practices for Oral History approved, 2009, available at: http://www.oralhistory.org/do-oral-history/principles-and-practices/ o Pamphlet Series: available for purchase through Amazon, Barnes & Nobel, see: http://www.oralhistory.org/publications/pamphlet-series/ Oral History Projects in Your Classroom by Linda P. Wood, with introduction by Marjorie L. McLellan, 2001. Using Oral History in Community History Projects by Laurie Mercier & Madeline Buckendorf, 2007. Teaching Students How to be Historians, Glenn Whitman. The History Teacher, Vol. 33, No. 4 (Aug. 2000). 469 481. Available at: http://www.shsu.edu/~his_www/tahmaterials/Teaching%20Students%20How%2 0to%20Be%20Historians%20(An%20Oral%20History%20Project%20for%20the %20Secondary%20School%20Classroom).pdf

Books:

Curating Oral History, Nancy MacKay, 2004. Publisher: Left Coast Press. Dialogue with the Past: Engaging Students & Meeting Standards through Oral History, Glenn Whitman, 2004. American Association for State and Local History Book Series. Publisher: Alta Mira Press. Doing Oral History: A Practical Guide, Donald A. Ritchie, 2003. Publisher: Oxford University Press, Inc. Preparing the Next Generation of Oral Historians: An Anthology of Oral History Education, Barry A. Lanman and Laura M. Wendling, 2006. Publisher: Alta Mira Press. Recording Oral History: A Practical Guide for Social Scientists, Valerie Yow, 1994. Publisher: SAGE Publications, Inc. The Oral History Manual, Second Edition, Barbara Sommer and Mary Kay Quinlan, 2009. American Association for State and Local History Book Series. Publisher: Alta Mira Press.

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Glossary of Terms:

Archives: a place to safely store recorded interviews, transcripts, documents, and/or photographs Artist-in-Residence: unique to the IWT Project, this professional artist agrees to be part of the project, designing, planning, and implementing the studio art components of a given project as determined by the IWT team in planning for the year Biographical Sheet: general information about the interviewees past and present, to help students write strong questions Grant Writer: unique to the IWT Project, this position is responsible for writing and submitting grant materials in order to fund the project, then also responsible for distribution of funds and keeping funders updated on progress Follow-up questions: questions students ask to clarify something an interviewee said that was not understood and/or asking interviewees to elaborate on something they mentioned during the oral history interview Interviewees: people chosen to be interviewed because of their memories, experiences, impressions, knowledge, and storytelling ability! Interviewers: people who ask the questions during an oral history to learn about the memories and lives of the interviewees Project Coordinator: responsible for day-to-day organization of and communication about the running of the project, schedules meetings/visits, makes sure materials are accounted for, maintains project flow Release Form: document that proves legal permission to use the interviewees words in an oral history project form must be signed at the end of the interview Script: Written list of questions to ask based on the information from the biographical sheet Transcript: written record of an oral history recording for the sake of archiving, produced by listening to the recording and transferring all words spoken into writing Transcriber: person who types the interviews, word for word, while listening to the audio recording Writer-in-Residence: unique to the IWT Project, this professional writer agrees to be a visiting teacher throughout the duration of the project, designing, planning, and implementing classroom lessons that help students improve their writing skills

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Appendix:

A: B: C: D: E: F: G: H:

Place-Based Learning Civic Engagement Strategy Chart Framework for Using Oral History in the Classroom Sample Lesson Plan - Preparing Students to be Interviewers Sample Lesson Plan - Learning from the Archive What Makes a Good Question? Information Sheet Sample Role Assignment Chart for Teachers Sample Release Form Sample Note Taking Sheet for Students

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Appendix A:

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Appendix B:

Framework for Using Oral History in the Classroom

Finding Interviewees: Generate a list of potential interviewees with contact information based on theme. Contact potential interviewees by phone or email. Meet with potential interviewees or talk over the phone to determine if a good fit. How to determine a good interviewee: o Has had memorable, educational, interesting experiences around the theme o Personable (comfortable telling stories, good memory for details, Good sense of humor, generous, kind) o Available during the day o Articulate (easy to understand and to hear when speaking; seems to understand how to speak with kids) If person is a good fit, offer a rough estimate of when the interview would occur. Let them know that: o Students will have a bio sheet with date of birth, basic info about family, schooling, work, hobbies, and anything appropriate to the theme o Students will write questions based on this bio sheet and practice asking

25 them The formal interview will last about 35 minutes and then there will be time fore follow-up questions from audience Interviewee will be asked to sign a release form giving project permission to use the interview (photos, audio, video) for archives and final project Students will also fill the roles of note-takers and greeters The interview will take place in the classroom

o o o o

Preparing Students to be Oral Historians: Introduce Oral History in the classroom. o Definitions, examples, reasons why its important, how it connects to the theme (Note: Content material for the theme has been introduced in the classroom in previous weeks). Continue to explore Oral History in the classroom. o Useful teaching possibilities are mock interviews, showing successful and less successful interview moments. Create bio sheets for every interviewee. (See samples) o Include all information relevant to the theme. Present in an organized manner, generally based on chronology and divided loosely into topics (i.e., family, school, play, work, hobbies, religion, etc.) Introduce the bio sheet(s). Discuss what can and cannot be surmised about the interviewee from the bio sheet alone. Introduce the Questions Poster discussing strong questions, types of questions, etc. Begin generating questions with the students, based on the Bio Sheet and Questions Poster. o This can be done in one group with teacher recording ideas on easel paper, or in small groups where students designate one student to do the writing. If in small groups, each group might have a different category, i.e., School, Family, Work, etc. Defining and Practicing Student Roles: Talk to the students about the different jobs necessary for the interview o Use Interview Job Sheet to assign jobs to different students Continue to generate strong questions. o Order the questions in a logical way & type up an interview script for the interviewers; keep a copy for teachers. Practice the different jobs, in small groups Students writing Welcome Letters: draft the letter, address a stamped envelope, and send letters to the interviewees Final Logistics: Keep in contact with interview subjects, remind them of the date/time for the interview via phone call a few days before the interview is scheduled Meet all tech needs: o Make sure classroom has fresh batteries for all a/v material o Arrange any photographers expected to attend

 Invite parents or send note home about the interview Purchase flowers or some small thank you gift for the students to give the interviewee Make sure the clock is working & visible to everyone Make name tags for the interviewee & all students

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Day of Oral History Interview: Ensure there is water available for interview subject Have the release form ready Make sure every student not doing the formal interview or working the a/v has a note-takers form Arrange classroom so everyone can see and hear the interview. Double-check all equipment and supplies. Send greeters to meet the interviewee in the school office. Following the Oral History Interview: Draft & send the thank you letter to the interviewee (written by the students who have been given that job) o Invite all interviewees to the final event either as a part of thank you note or as another communication Debrief with students o Asking them what they learned, whether the actual interview was different than what they had been expecting, what they wish theyd done differently, how they think they did, what they remember, etc. Transcribe the interview & add to the archive: o If possible, include students in this process, even if only in a modified way This requires a way to play back the audio in the classroom, stopping and starting it while they try to write down (or type) what they hear. It is also interesting, if possible, to bring in the finished transcript and have students compare at least a portion of it with the audio, so they can see how spoken word translates into text and how interesting peoples speech patterns are.

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Appendix C: Sample Lesson Plan - Preparing Students to be Interviewers

Asking Good Questions: IWT 2011 Hammering Out A Living: A History of Providence Jewelry

ONE: What is a question? (and why do we ask them) [brief open discussion] TWO: Mock Interviews. [quick; informative is the hope]
Role-play of an interview Weak Questions: Susan: Welcome etc. I understand you worked in a jewelry factory. Was it fun? Gini: Yes. Susan: Welcome etc. I understand you worked in a jewelry factory. Was it fun? Gini: No. [Ask students to discuss how this interview went Did they learn much from Gini? Why, why not? How could they learn more?} Role-play of an interview Strong Questions: Susan: Welcome etc. I understand you worked in a jewelry factory. Could you tell me your favorite thing about working in a jewelry factory? Gini: [Gives detailed answer about her favorite part of working in a jewelry factory.] Role-play of an interview Highlighting Follow-up questions: Susan: Welcome etc. I understand you worked in a jewelry factory. Could you tell me your favorite thing about working in a jewelry factory? Gini: [Gives detailed answer about her favorite part of working in a jewelry factory.] [Follow-up question] Susan: That sounds so interesting. Could you tell me more about X? Gini: [Gives a more detailed description of a specific aspect of working in the jewelry factory on which the interviewer asked her to elaborate.] THREE: Go over the POSTER with students. [Text for POSTER can be found below.] FOUR: AMIES BIO: DRAFT QUESTIONS ON AN EASEL SHEET. TAKE THE SHEET HOME TO TYPE UP.

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POSTER HAS THE FOLLOWING ON IT: You are collecting memories and perceptions, impressions and stories. Not facts. Role of Interviewer: Be a good listener. Help the interviewee remember by asking strong questions. How do you ask strong questions? Three Levels of Questions Basic: A basic question asks for factual information. For instance, Where were you born? Descriptive elaboration: A descriptive elaboration question asks for an answer with more details. For instance, You were just discussing the factory where you worked making jewelry. Can you tell us more about it? Evaluative: An evaluative (VALUE) question asks for an answer that tries to understand more about the feelings, impressions, and thoughts inside the answer. For instance, What was your reaction? How did it make you feel? Open-ended: Open-ended questions are very strong questions. They ask for more than a yes or no answer. Some words that are useful for open-ended questions are: Describe favorite typical. Two Part Questions: Two sentence format: Weve heard that people worked long hours at jewelry factories. What was a typical day working at a jewelry factory? Follow-up Questions: 1. Listen to what is said. 2. Respond with appropriate follow up question. Follow up questions can: a. Clarify. Im not sure what you meant. b. Provide examples. Could you give me an example of that? c. Pick up on things mentioned. You mentioned that there was a piece of jewelry that no one liked to work on. What did it look like? Why didnt anyone want to work on it?

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Appendix D: Sample Lesson Plan - Learning from the Archive

Learning from the Archive: IWT 2011 Hammering Out A Living: A History of Providence Jewelry
Learning Objectives Students will learn that oral histories do not simply "go away" but add an important part to the historical record that can then be accessed later by others interested in learning more about history. They will learn that as IWT interviewers, they are making important contributions to the Fox Point archive. Introduction Youre about to hear something very interesting and important. We listened to this earlier, and we learned all kinds of things we didnt know. Are you ready to listen very carefully? Play audio: John Costa interview What did you think when you heard that interview? Did you know that this interview was saved? What did you think happened to your interviews? Primary Sources That interview is something called a primary source. Primary sources are very important because they give us first-hand information about what life was like in a particular moment in history. Primary sources were created by people who lived at that time. Example: Play brief game of telephone. Who is getting primary source information? Who is getting secondary source information? Examples of Primary Sources: Newspapers Letters Journals Photographs Government Documents. Archive A lot of primary sources are saved or preserved in whats called an archive. An archive is a safe and special place where all these primary sources wont be damaged or lost. What you cant write down? The sound of someones voice, their tone when they are happy or sad, the expression of their face all of this too is important information that would be lost if the recording wasnt saved.

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Demonstration: Susan asks Gini the same questions twice. Gini answers the question in the same way twice, using two different kinds of tones: What can we tell about how Gini feels about this event based on the way she answered? What was her tone like? What did her face say? If all we had was the written transcript of this interview, would we know all these things? Thats why recordings of oral histories are important parts of archives. Looking at images People like historians, students, and museum curators use archives to get more information about how people of the past lived their lives. We are creating an exhibit for your school, and we have this picture (Civil War soldier, girls doing homework). What is this picture of? What time period? What you want to know about these people? Where would you find this information? Possible answers: books, diaries, etc. But what if we wanted to know this information first-hand? Normally, an oral history would be a great source of information to find out more about these people. But what if we didnt have the technology to record those stories? There are any number of reasons why historical information doesnt survive in an archive, however, this doesnt mean that its not important or accurate information. Some reasons why there might be things missing include lack of or changes in technology, for whatever reason at that period of time people might not have been interested in preserving certain stories, also fires, floods, natural disasters. Activity: But lets use our imaginations for a moment and look back at this photograph: If you could interview this boy, what questions would you ask him? Have students write their questions on a piece of paper. Get students to share their questions, and examine the quality of their questions as a class. What makes a good question? Its important to ask good questions, because you are recording historical information that other people may use as a primary source in the future.

 Appendix E: Good Questions - Information Sheet A Good Question is:

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What Makes a Good Question?

Probing Open-ended Informed Prompts remembering It is often helpful to use a two-sentence format, combining a question with an opening declaration similar to the following examples: Weve heard that the boys in Fox Point spent a lot of time at the Boys Club. What was your connection to the Boys Club? After examining maps of Fox Point, we noticed there was a highway built in through the neighborhood. How did this construction project impact you and your family? There are Three Levels of Questions: 1. Basic for factual information. Example: When were you born? 2. Descriptive for elaboration. Example: You were just describing what the neighborhood you lived in as a kid looked like. Can you describe a typical day there? What smells and sounds do you remember from Fox Point? 3. Evaluative for assessment and understanding. Example: What was your reaction to that? A good oral history interview should include questions from all three levels so that the recording represents factual information such as date and place of birth (basic), offers opportunities for stories to be told (descriptive), and allows for follow-up questions and clarification (evaluative). While it is impossible to script follow-up questions, it is important for interviewers to listen carefully to what is said so that they can catch opportunities for clarification in the moment when possible. In the classroom setting, there are also students in the note taker role who should be listening for places where a follow-up question is needed and may even lead to an interesting story!

Clear

Non-judgmental

Unbiased

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Some examples of follow-up questions include: Clarifying questions: Im not sure what you meant when you said XXX. Can you explain? Asking for examples: You mentioned that people in Fox Point celebrated Saints Days, could you give some examples? Picking up on things, events, people mentioned: In talking about your childhood home you mentioned your aunt. Did she live nearby? Remember, interviewers DO NOT have to stick to the script. They can and SHOULD respond to the interviewee and let them shape the interview. If however, a story takes the interview completely off-track, it is the interviewers job to re-focus, and returning to the script can be helpful in such cases.

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Appendix F: Sample Role Assignment Chart for Teachers

IWT 2012: Classroom Interview Worksheet

Classroom Teacher _______________________ Student Name Letter of Welcome Writer Letter of Welcome Writer Greeter Greeter Interviewer Interviewer Flip Recorder Operator Flip Recorder Operator Voice Recorder Operator Voice Recorder Operator (back-up) Notetaker & Follow Up ?s Notetaker & Follow Up ?s Notetaker & Follow Up ?s Notetaker & Follow Up ?s Release Form Person Thank-you Letter Writer Thank-you Letter Writer Celebrity Letter Writer (if needed) Room Number ________

Supplies Needed Miscellaneous Notes, to Fulfill this Job Necessary Information Properly

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Appendix G: Sample Release Form

I Was There 2012: A Taste of Home Vartan Gregorian School at Fox Point, Providence, Rhode Island
Interview Release Form

Project Name: ____________________________________ Date: ____________________________________

Interviewer: _____________________________________ Interviewer:______________________________________ Tape Number: ___________________________________________________________ Name of Person Interviewed: ______________________________________________ Address: _______________________________________________________________ Telephone Number: ______________________________________________________ Date of Birth: ___________________________________________________________ By signing the form below, you give your permission for any tapes and/or photographs made during this project to be used by researchers, students, and teachers and the public for educational purposes including publications, exhibitions, World Wide Web, and presentations including radio shows. By giving your permission, you do not give up any copyright or performance rights that you may hold. I agree to the uses of these materials described above, except for any restrictions, noted below: Name: (please print) ______________________________________________________ Interviewee Signature:____________________________________________________ Date: __________________________________________________________________ Interviewers Signature: __________________________________________________ Interviewers Signature: __________________________________________________ Teachers Signature: _____________________________________________________ Date: __________________________________________________________________ Restriction Description: ___________________________________________________

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Appendix H: Sample Note Taking Sheet for Students

IWT 2012: A Taste of Home

Program Notes & Follow Up Notes
Name of Interviewee: _____________________________________________________ Note Takers Name: ______________________________________________________ Date: _______________Classroom Teacher: __________________________________

Your Note for a quote we might Your reason(s). (They can Estimated Time You Heard This
want to use in the Memoir Cookbook or for a follow up question
be added later or during the interview; main point is to keep listening!)

Using Oral History in Place-Based Integrated Education Projects I WAS THERE Project and the John Nicholas Brown Center for Public Humanities and Cultural Heritage Compiled by: Rachael L. Jeffers, MA Brown University Providence, Rhode Island 2012