In the wake of the COVID-19 pandemic and other historical events, social studies teachers have a unique opportunity to inspire students to create their part of historical record. By collecting oral histories, students can engage in a hands-on process of ‘doing history,’ which can lead to academic and emotional growth. In this blog, accompanying the webinar Hearing History from Those Who Lived It: Collecting Oral Histories in the Classroom, I’ll explore how educators can guide students to collect and preserve these invaluable narratives.
A noted historian, Carl Becker, famously said, “Everyman is his own historian” when participating in oral history. This concept reminds us that scholars don’t just write history; everyone experiences it and can contribute to documenting it. With oral history projects, students become active participants in historical inquiry, creating a bridge between global or national events and their local, personal impacts.
You can start with “What is Oral History?” Donald Ritchie defines it as “Oral History, which collects memories and personal commentaries of historical significance through recorded interviews. An oral history interview generally consists of a well-prepared interviewer questioning an interviewee and recording their exchange in audio or video format. Interview recordings are transcribed, summarized, or indexed and then placed in a library or archives for the public.” (Source)
Oral histories are memories and personal commentaries. They are not facts, but the thoughts and memories from historical experiences. They are recorded for the greater good of the historical record and become publicly accessible. Most importantly, the definition means the interview person is well prepared to give their commentary. It is possible to prepare your students for conducting oral histories!
Why Bring Oral Histories Into the Classroom?
Oral history projects transform history from static memorization to an active, student-centered exploration. Here are some reasons to embrace them:
- Making history active: Students are no longer passive learners. They actively ‘do history’ through research, interviews, and analysis, empowering them to take charge of their learning journey.
- Fostering social-emotional growth: Through these projects, students interact with people of different generations and backgrounds, building empathy, respect, and understanding.
- Encouraging student ownership: Oral history projects allow students to explore topics that are intriguing to them. Completion of this project will not only foster a sense of accomplishment but also a sense of pride in their work.
By engaging students in oral histories, teachers create a learning experience that is both meaningful and memorable.
The Process: Making Oral History Projects Simple
- Interview selection: Students select a subject and obtain permission. Encourage them to go beyond their family circle and develop a clear statement of purpose: Why is this person’s story important to capture?
- Biography: Students craft a one-page biography to provide background and context for the interviewee. This helps situate the individual’s story within the broader historical narrative.
- Historical contextualization: Students research the historical significance of the event or period they are discussing. They examine primary sources and secondary accounts to develop a deep understanding before conducting the interview.
- Interview and historical analysis: Students conduct the interview, transcribe the recording, and log the time index. This step fosters listening. Students analyze how the interview fits within the broader historical context. Encourage them to consider questions like: Was there bias? Does the interview offer new insights into this historical event? How might the student’s perspective have influenced the questions and responses?
- Final product and public presentation: The completed project could include a statement of purpose, biography, historical contextualization, transcription, analysis, and a works consulted page. Students can present their findings publicly, enhancing their communication skills and allowing them to reflect on their work.
Addressing Concerns
As with any project, oral history assignments come with challenges, but these can be overcome with careful planning in the following areas:
- Language barriers: Students can interview non-English speakers with translation support if needed.
- Scaffolding: Adjust the structure based on the student’s grade level. Providing a list of sample questions can help younger students.
- Timing: Introduce the project before a significant break or vacation to give students ample time to complete interviews. StoryCorps suggests having students participate in The Great Thanksgiving Listen. (Access more information here.)
Avoiding Common Pitfalls
To ensure the success of oral history projects, be mindful of these potential issues:
- Recording challenges: Students should use reliable recording equipment (like smartphones) and ensure adequate battery life and storage space. Encourage a natural interview setup, focusing the camera on the interviewee.
- Questioning: Students often respond too closely to prepared questions. Teach them to listen actively for more successful interviews and follow up on unexpected responses.
- Lack of reflection: Include time for peer reflection. A public presentation, even a simple one-slide recap, allows students to share and celebrate their work.
- No archival plan: Create a repository for student work, ensuring that these valuable records are preserved.
- Logistical hurdles: Parents may need to support transportation for in-person interviews, but digital tools like Zoom make remote interviews possible. Additionally, interviews don’t have to be video recordings; audio works just as well.
- Emotional challenges: Students should be prepared to navigate emotional moments, such as when an interviewee becomes upset or declines to answer a question. Teach them to respect boundaries and handle discomfort with empathy.
Sample Projects
Here are a few examples to inspire your oral history assignments:
For elementary students:
- Someone from another state or country
- Local history or heroes
- “Childhood memories” (sports memories, favorite foods, transportation/technology growing up, entertainment/pop culture, theme parks, etc.)
For middle and high school students:
- Veterans
- September 11th
- COVID-19 pandemic
- Local histories
- College experiences or career
- The JFK Assassination
- Immigration experiences
Resources for Success
Some good websites to research are
- How to Do Oral History | Smithsonian Institution Archives– The Smithsonian
- Oral History Association– The Oral History Association
- Oral History Resources – from the National Park Service
- Story Corps – Education Site NPR Story Corps
Final Thoughts
Oral history projects offer a dynamic way to engage students in historical inquiry while fostering personal growth. By collecting stories, students become historians, weaving their threads into the fabric of history; whether documenting the COVID-19 era or exploring generational memories, oral history projects give students the tools to capture the voices of the past and preserve them for the future.
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Keri A. Giannotti has taught social studies at Bloomfield High School in New Jersey for over twenty years. She has an M.A. in political science and is earning one in American history. Her favorite topic in history is the Vietnam War.