Unit Plan: Oral History

GRADE LEVEL: Appropriate for grades 7-12

ESTIMATED TIME NEEDED: Approximately three-four weeks

OBJECTIVES: Students must be able to:

• Understand what oral history is and means
• Arrange an interview
• Prepare questions for an interview
• Set up the location of an interview
• Conduct an interview
• Process the audio tapes from the interview
• Have an awareness of the ethical and legal considerations involved in the interviewing process
• Use technology as both an information source and a tool for information presentation
• Use writing as a tool for learning by transferring interview material into a written composition format

ACTIVITIES:

1. Introduce the concept of oral history by listing and defining its components, providing visual examples of each stage of the process (i.e. handouts, audio tape, etc.).

2. Bring the field of oral history to a personal level for them by explaining that the very people they are closest to (especially parents and grand-parents) are excellent candidates for oral history interviews. Their stories of growing up and living in previous decades can be invaluable insights into the past.

3. Introduce the Oral History Unit Project to the students. Go over the evaluation criteria for the project, which will provide standards and a guide for the students while working through their inquiry. Identify specific due dates for each component of the project.

4. Provide and expound on a Handout of Ethics and Legality that explains the ethical and legal considerations of an interview.

5. Demonstrate processes and skills that will be needed during the project. Provide guided practice before requiring students to use these skills independently. These skills must be taught in mini-lessons prior to their work on the project. The skills will include:
   
   • Arranging an Interview (Component 1)
   • Preparing Questions for an Interview (Component 2)
   • Setting Up the Location of an Interview (Component 3)
   • Conduct an Interview (Component 3)
   • Process Interview Tapes (Component 4)
   • Develop a set of notes or note cards from the interview tape and write your assignment using data from your interviews and research from other sources (Component 5)

   MATERIALS/RESOURCES:

   Access to a durable, dependable tape-recorder with the following features:
   

   • digital tape counter
   • battery indicator/recorder level
   • jack for a good internal microphone (never use an external microphone)
   • dual use with batteries and electricity (using electricity whenever possible
   • good lapel microphone
   Other resources needed:
   • a suitable location for an interview
   • handouts and examples of interview process steps and instructions

   Author

   Alisa Cooper (Senior English Major from Raton, New Mexico) 1998 Field School Team

   For corrections and contributions regarding this World Wide Web page, contact Dr. Vernon L. Williams, ACU Box 28130, Department of History, Abilene Christian University, Abilene, Texas 79699.
   E-mail: vwilliams@nicanor.acu.edu
   FAX 915-674-2369
   telephone 915-674-2150.