The Oral History Project

From a Shrug to “How Much Time Do I Have, Mr. Green?

Chapter Seven

Literacy, Technology and Diversity
Cummins, Brown, and Sayers (2007)

James, the instructor, uses an exciting Oral History Project whereby his students search out their family history and family tree.

The students were able to select how they wanted to incorporate tools into the process of finding out “Where do we come from?’ and “What kind of history can we find in our family?”

No one was penalized for not having a long branch of family history. A regular family tree computer site did not apply to all the various families that the class members had so James found an Apple Works Draw Program where teams of students could draw individualized trees that meet each families own needs.

Students learned how to question and interview, take and organize notes, and use tape recorders to capture voices and transcribe interviews. They used interview questions as “What do you remember about…,” “What was life like when…” and “Tell me about…”

As the project continued much enthusiasm was generated. Plus history questions were being generated about D-Day, the Spanish-American War, and the Battle of the Bulge. They discovered many family members histories fit under the heading of fought in wars, fought for liberty or healed others, or were recognized publicly for their works as leaders. The students discussed obstacles to success such as lack of formal education, lack of money, and minority challenges.

Class members became closer and more open with each other. Further more students became more respectful of others.

Students were proud to be the first history note takers and keepers of the family history.

The culminating activity for this project was an iMovie for the parent Open House. The students made it available in English and Spanish so that all parents could understand it.

Then to top it all off , Mr. Green found many additional secondary benefits that the students exhibited following this project. Students appeared more confident in producing long term projects. They had better critical thinking skills. Students were able to express opinions easier. Last but not least, they had learned to ask probing questions during this project. It greatly benefited the whole class in producing this project.

What an exciting historical research project for Mr. James to have his students experience. How motivated they all were! This project was just what these impressionable children needed to enhance their self-worth in knowing where they came from and where they could hope to advance to by obtaining the education they needed.

Ida M. Rounds