Oral History Project Guidelines
IntroductionMuch of what we study in history is what is considered "traditional" history; that is, it is the history of major political figures, important historical events, and significant historical trends. Now it's your turn to help create the history that occurs on the banks of the river-the story of everyday people, the story of immigrants.
What is an Oral History?Oral histories are created when one person (the interviewer) interviews another person (the interviewee) about a specific time period in the interviewee's life or a specific topic they can recall. The interviewer takes the interviewee's responses and creates a text of the interviewee's words told through the point of view of the interviewee. This is not an exact transcript of what the interviewee says. The interviewer must edit the transcript-moving parts around, taking parts out, and even adding words here and there (with the interviewee's permission). The final piece of writing should capture the voice and spirit of the interviewee.
Steps to Completing the Oral History
Select a person you wish to interview
Obtain their permission
Set up an interview time and location; set aside an hour Do some research on the country of their origin
Create questions to guide your interview
If possible, tape record the interview; take notes on interviewee's mannerisms, etc
Transcribe the interview into Q/A format, word for word
Edit the Q/A into the final oral history
Source: Adapted from The New Americans Teacher Guide
Oral History Project: Guidelines for Recording an Interview
Oral history interviews can bring history to life. It can be a very satisfying project for both those interviewed and the interviewers. Preparation before the interview will help make your project more fun for you, the interviewer, and the person you interview.
Set up a time and place to meet with your interview subject.
Know how to use your equipment. Practice recording a conversation with a friend or family member so that you are comfortable with the process. Speaking clearly and precisely helps. Make sure the volume/sound level is O.K.
Write up or use a list of questions to ask your interview subject. Use questions that require more than a yes/no answer. E.g. What was the neighbourhood like when you were growing up? Start with general questions and then look for specific information E.g. How did the war affect your life?
When it’s time to interview the subject, make sure you are there promptly. Bring a blank tape/video. Bring extra batteries. And don’t forget your list of questions.
Always treat the person you are interviewing politely and with respect. Speak clearly. Do a practice question to make sure the tape/video recorder is working.
Always start the tape/video by stating your name, your subject’s name, the time, and the date into the recorder. Don’t forget to label the tape/video on the outside as well.
Understand that your list of questions is a guide for you to follow. Sometimes the person being interviewed has a special story he or she would like to tell. Ask directly. E.g. Do you have a special story you would like to have recorded? Would you share it with me? Be prepared for the unexpected!
Keep your recording session to about 30-40 minutes. It can be very tiring for you and the other person you are interviewing.
Make sure you thank your subject when you are finished. Remember, you could not do the project without their cooperation.
Send a follow up letter or note to the individual you interviewed and thank them for the experience.
Adapted Source: Hometown History Activity Booklet
Guiding Questions for Oral History Interviews
· What country are you originally from?
· Why did you leave this country?
· When did you leave? How old were at that time?
· What were the conditions in the country when you left?
· How did you prepare for your trip here?
· Who came with you when you emigrated? Who did you leave behind? What did you leave behind?
· How did you get here? Did you stay somewhere else before arriving here?
· Why did you choose Canada? Why not some other country?
· Who decided you would come here? Did you want to leave?
· How did others in your home country treat you when they knew you were leaving?
· What changes in lifestyle did you make when you came here?
· What was your first impression of Canada? Has this initial impression changed over time?
· What are some of the differences/similarities you've noticed in the cultures here and in your home country?
· What were your hopes for yourself (and/or your family) when you came here? Have you realized these hopes?
· How were you treated when you first arrived in Canada? How are you treated now?
· Were your expectations of Canada met? Was your idea of Canada the same as the reality?
Source: Adapted from The New Americans Teacher Guide
Interview Tracking
Interviewer's name:
Interviewee's name, address, & telephone:
interviewee contacted
interviewee answer received
interview date: ___________
preliminary research done
interview guide completed
interview completed
recordings labeled
interviewer notes completed
articles/photos borrowed (list with date)
articles/photos returned(list with date)
recordings copied
accession number assigned
recordings transcribed
recordings indexed
interviewee release form signed
interviewer release form signed
photo release form signed
life history formed completed
end product completed
recordings archived
paperwork copied and archived
Sharing Oral Histories
On the day the oral histories are due, students may use a read-around-group to share the writings:
1. Students sit in groups of 4-5, facing each other.
2. On teacher's signal, they pass their papers clockwise.
3. Give students just a bit less time than they all need to finish reading the first paper.
4. Give them a signal to pass their papers. Students read the second paper. Repeat this process until all members of the group have read all papers (or however many papers in the first group you wish for them to read).
5. On teacher's signal, groups exchange papers and repeat the reading process.
6. After they are all read, the group collectively chooses the one they think will best represent their group to the class.
Journal Entry
After each group has its designee read its paper to the class, have students do a quick write in their journal using the following starters. Students should respond to several, if not all of the statements with a brief sentence or two. Put them on the board or overhead:
What I heard that surprised me was…
One thing that shocked me was…
Something I learned from the oral histories was…
One thing I thought was important from the interviews was…
From what I heard read, I have a question or would like to know more about…
v After students complete the quick write, use this as a basis for a whole class discussion where students brainstorm generalizations about immigration that can be leaned from the interviews.
v Finally, have students complete a reflective journal as a homework assignment on "How the experience of conducting an oral history interview and hearing the interviews of other students has reshaped my ideas about immigrants and the experience of immigration."
v The following day, have students work in partner pairs and share their homework journals with one another. Pairs can share important or new insights with the class in a final whole class discussion.
