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- 1. Oral History in the 21st Century Classroom Prepared for the American Federation of Teachers February 2010
- 8. Preparing Students for their 21 st Century Future “ Five Minds” 1. The Disciplined Mind 2. The Synthesizing Mind 3. The Creating Mind 4. The Respectful Mind 5. The Ethical Mind “ Seven Survival Skills” 1. Critical thinking and problem solving 2. Collaboration across networks and leading by influence 3. Agility and adaptability 4. Effective oral and written communication 5. Accessing and analyzing information 6. Curiosity and imagination
- 11. It’s What Students Will Remember About Your Course! p. 10
- 14. The Student Oral Historian: Preserving History Today for the Historians of Tomorrow “ . . . Do it for me and for the legion of other social scientists and historians who will come upon your students’ work ages hence--and will learn important things about your community, and how it was to live in what we, from our limited perspective, call “modern times.” - James W. Loewen, author Sundown Towns , Lies Across America and Lies My History Teacher Told Me in the “Foreword” to Dialogue with the Past: Engaging Students and Meeting Standards Through Oral History
- 15. Creating and Conducting an Oral History Project - Frank & Ernest by Bob Thaves
- 20. The American Century Project at St. Andrew’s Episcopal School www.americancenturyproject.org
- 22. American Century Project Archive Maryland Digital Cultural Heritage - www.mdch.org Dreyfuss Library, St. Andrew’s Episcopal School
Notes de l'éditeur
- Linking Curriculum and Community in the Pre-collegiate Classroom Who am I (Dickinson College, Dartmouth) Get a sense of the audience (Who works with students at the pre-collegiate level) I have to make a confession. For the longest time I hated history even though it was my best subject. Not surprisingly, “hate” is the word most students still associate with taking history and for many of the same reasons: memorizing names and dates for tests, standardized tests, is not intellectually stimulating and it certainly does not come close to replicating what a historian actually does. What changed my outlook on history, and ultimately my approach to teaching the subject was a Historical Methods class I took as a freshman at Dickinson College. Conducted an oral history interview with 3 Vietnam Vets at the Carlisle, PA VFW hall (Not only introduction to oral history but also drinking a substantial amount of beer)
- Linking Curriculum and Community in the Pre-collegiate Classroom When Thomas Jefferson responded to Daniel Shay’s Rebellion in 1786 by declaring, “A little rebellion now and then is a good thing,” he might as well have been speaking about some of the current thinking among K-12 Social Studies educators across the country. Like Shay, these educators are challenging the restrictive nature of national and state standards that are being driven by the No Child Left Behind Act (NCLB) in order to provide students with more authentic opportunities to be and think like historians. Creative and imaginative educators realize that academic standards, whether they are for state mandated tests or AP exams, can be met through well-developed projects that become more enduring, and teach far more, than any standardized test. One of the most effective educational methods utilized by educators to meet the duel goals of academic standards, and providing students with real opportunities to function as a historian, is an oral history project that empowers students to become producers of historical records rather than passive absorbers of historical information.
- Linking Curriculum and Community in the Pre-collegiate Classroom
- Linking Curriculum and Community in the Pre-collegiate Classroom When left to the professionals this is what students know.
- Linking Curriculum and Community in the Pre-collegiate Classroom
- Linking Curriculum and Community in the Pre-collegiate Classroom
- Linking Curriculum and Community in the Pre-collegiate Classroom
- Linking Curriculum and Community in the Pre-collegiate Classroom
- Linking Curriculum and Community in the Pre-collegiate Classroom
- Linking Curriculum and Community in the Pre-collegiate Classroom
- Linking Curriculum and Community in the Pre-collegiate Classroom It’s what students remember most about their academic experience. Lindsay Scherr story. “Great Compromiser?” versus who your oral history interviewee was?
- Linking Curriculum and Community in the Pre-collegiate Classroom
- Linking Curriculum and Community in the Pre-collegiate Classroom If we left the collection and preservation of history solely to “professionals” far too many stories would be lost, especially from those marginalized groups not part, of what Clifford Kuhn calls, “The master narrative of history.” Each of our classes or programs has “amateur” historians who, when properly trained in oral history as a historical methodology, can become producers of historical records rather than passive absorbers of historical information.
- Linking Curriculum and Community in the Pre-collegiate Classroom “ Asking Hard Questions: Harvey the Historian as Colleague” (OHA Newsletter, Fall 2004) -Charles Morrissey, Baylor University Harvey (The invisible but helpful future-minded historian) “ Harvey reminds me, by his constant but undetectable presence, of what to do when informants seem reluctant to divulge crucial explanations of sensitive topics. Image if a future historian sat here in this room with us now, they would be grateful to hear you explain how this difficulty was confronted.” “ What would a future historian listening to this interview expect or want me to ask?” Places an increased emphasis on making sure students are trained in oral history methodology in order to insure the most useable document
- Linking Curriculum and Community in the Pre-collegiate Classroom
- Linking Curriculum and Community in the Pre-collegiate Classroom
- Linking Curriculum and Community in the Pre-collegiate Classroom If we left the collection and preservation of history solely to “professionals” far too many stories would be lost, especially from those marginalized groups not part, of what Clifford Kuhn calls, “The master narrative of history.” Each of our classes or programs has “amateur” historians who, when properly trained in oral history as a historical methodology, can become producers of historical records rather than passive absorbers of historical information.
- Linking Curriculum and Community in the Pre-collegiate Classroom
- Linking Curriculum and Community in the Pre-collegiate Classroom
- Linking Curriculum and Community in the Pre-collegiate Classroom What the amateur historian can do when properly trained in oral history methodology!
- Linking Curriculum and Community in the Pre-collegiate Classroom
- Linking Curriculum and Community in the Pre-collegiate Classroom Largest pre-collegiate oral history archive in the country (360 projects) Goal is to expand access to collection and bring what makes oral history unique, the voice recorded interview, to the web site Unfortunately, most school projects never get beyond being graded by the teacher and often end up entombed in boxes.
- Linking Curriculum and Community in the Pre-collegiate Classroom
- Linking Curriculum and Community in the Pre-collegiate Classroom
- Linking Curriculum and Community in the Pre-collegiate Classroom
- Linking Curriculum and Community in the Pre-collegiate Classroom