DAY 7
AEA-9 Teaching American History Grant Project
Friday, July 1 or August 5, 2005
AGENDA
 
8:30-3:30
COMMUNITY BUILDING
Discussion question: How will you motivate students to love learning history?
 

REFLECTIONS ON TEACHING HISTORY

The Power of Oral History
Oral histories give voice to the past. They capture the events and experiences of ordinary individuals and serve as windows through which we can look back in time through the eyes of another person. They give voice to both those individuals upon whom the events of history act as well as those who shaped the course of events.  

As lenses through which we may look at the past, it is important to understand that oral histories reflect personal biases, preferences and perspectives. In this sense, the unique characteristics of these personal narratives are at once a great asset and a great liability. The responsible use of oral history requires an allowance for diverse points of view and personal perspectives that may not be shared universally.

  • What are the liabilities of using oral histories?
  • What are the assets of using oral histories?

Online Oral History Collections
Online resources for oral history are almost unlimited. The ever-expanding body of material documenting the work of the professional historian as well as the amateur testifies to the importance of preserving the voice of the past in the words of those who remembered it best. The following Websites provide links to important online oral history collections and professional resources.

American Life Histories from the American Memories Collection includes life histories written by the staff of the Folklore Project of the Federal Writers' Project for the U.S. Works Progress (later Work Projects) Administration (WPA) from 1936-1940. The Library of Congress collection includes 2,900 documents representing the work of over 300 writers from 24 states. 

The Hidden Histories Project assists in the documentation of the Oral Histories of the Koorie communities of Australia and increases the wider community's understanding of Koorie culture. This site illustrates an excellent oral history project on the local level.

How To Collect Oral Histories
Oral History in the Teaching of U.S. History written by Carl R. Siler (1996) provides a concise step-by-step procedure to follow in conducting oral histories throughout the school year. 
Seeking the Source, a website produced by the Smithsonian Institution, offers suggestions on conducting oral histories.

Writing Interview Summaries
When oral histories are tape recorded, having students write summaries of the important information covered in the interview is a practical way to handle the amount of information collected.  The Interview of Mrs. Marjorie Brown is an example of an interview summary. 


INTERVIEW SUMMARY
MRS. MARJORIE BROWN
SUMMER 1982

At the time of this interview, Mrs. Brown was living in Waterloo, Iowa. In 1904, she was born at coal mine No. 10 in the Buxton area where she lived until age twelve. In 1916, she moved with her grandparents to Cedar Rapids. She first moved to Waterloo in 1922. Later, she lived in Ft. Dodge, Iowa and again in Cedar Rapids. She moved to Waterloo in 1951. 

Mrs. Brown's parents died while she was a child. As a result, her grandparents who were former slaves raised her. Mrs. Brown remembered, "My grandmother became a school teacher after having been born a slave. My grandfather became a barber after having been born a slave. 

And so I knew my parents such a short while. I am very proud of my father because he dug coal in the mines to become an engineer. My mother graduated from high school here in Leon, Iowa and she was a musician. The only thing I can tell you about my parents and my grandparents is that they were bitterly against ignorance in any of its forms." 

Mrs. Brown first attended school in Buxton where a large part of the community was Black. She recalled, "There were three elementary schools. Mrs. Minnie B. London was the principal of one of those schools . . .I didn't have any idea that Negroes were supposed to be second class citizens because the school teachers, doctors, lawyers, engineers . . . I had seen them all Black. 

So my school experience was a shock when I first went to Cedar Rapids. That was the first time I had ever been looked through as though I weren't existing, rather than be looked at. I did offer to play when we had school singing and whatnot. 

That was the first time I hadn't been wanted. And had it not been for that little grandmother who was born a slave and worked hard to become a schoolteacher, I don't know what the school would have done to me. So she was the joy of my life." 

Mrs. Brown vividly remembered her work experience during the Depression. She said, "Can you imagine that a time for two full years my husband was out of work? 

We had his mother living with us and I worked for five dollars a week, seven days a week doing housework which meant washing, ironing, cooking, and cleaning and the whole bit. It was very fortunate if you were able to get anything like that during the Depression" 

Mrs. Brown didn't feel that the Depression affected Black people more than white people. She hinted that the hardships of the Depression might have been less intense for the Black people than White people. 

"We had always been poor. It wasn't a new experience. So many didn't know how to be poor. We had learned the ins and outs of being poor. When you talk about being down to basics, we were there. We walked where we had to go. We cooked, we raised gardens, we sewed, yes-we were back to basics. 

But we made it. And most of us are not bitter . . . most of us are really amazed that we have come this far." 



MY TEACHING HISTORY PORTFOLIO
Work time in topic groups to develop the following:
  • Other Professional Standards
  • KEY WORDS:  (Vocabulary words students will use in constructing a narrative for pre and post assessments)
  • LESSON PLANS: Including but not limited to: 
ASSESSMENT PLAN: (Linked to learning goals and aligned with lesson plans)
  MY TEACHING HISTORY PORTFOLIO--SHARING

Teaching Unit Outline:
  1. Topic
  2. Names and email addresses of participants
  3. Learning goals
  4. Teaching standards (national, state or local)
  5. Key terms for pretest and posttest narrative.
  6. Lesson Plans: (Utilizing technology, integrating literature, and primary source materials)
    • Title
    • Objectives
    • Materials
    • Procedures
    • Assessment

UNIT TITLE
LINK TO WORD DOCUMENT
An Iowa Pioneer Story (Grade 5)
LESSON PLANS
United States Regions (Grade 4) LESSON PLANS
Support Materials:
Slavery (Grade 5) LESSON PLANS
Conflict and Resolution- Pioneers and Native Americans (Grade 5) LESSON PLANS
Civil War (Grade 5) LESSON PLANS
Orphan Train (Grade 5)
LESSON PLANS
Orphan Train (Grade 7-8)
LESSON PLANS
Ghosts of Iowa’s Past (Grades 3-8)
LESSON PLANS
Civil Rights (Grades 2-4)
LESSON PLANS
Teaching Tolerance Through History (Grades 6-8)
LESSON PLANS
Immigration and the Immigrant
Experience
(Grade 5)
LESSON PLANS
Natural Environments Influence the Development of the Native American Cultures
of Iowa Grades  3-5)
LESSON PLANS
Immigration (Grade 4)
LESSON PLANS
Regions of the United States (Grade 4) LESSON PLANS
Westward Movement (Grade 5) LESSON PLANS
Native Americans of Iowa (Grade 5) LESSON PLANS
POWERPOINT
Transcontinental Railroad (Grade 8) LESSON PLANS
Iowa Pioneers (Grade 5) LESSON PLANS
Pioneer Life (Grade 4) LESSON PLANS
POWERPOINT
Human Rights (Grades 7-8) LESSON PLANS
Underground Railroad (Grades 5-8) LESSON PLANS
Lewis and Clark!  Where Are You?  (Grade 5) LESSON PLANS
The National Road (Grade 5) LESSON PLANS


COMMUNITY BUILDING

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