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Lessontitle:OralHistoryInterviews

6thgradeSocialStudies

Standardsthislessonaddresses:

Unit:Whoarewe?

(allapplicable:state,districtscope/sequence,ELPS,CCR,national,school,and/ornetwork)

b(7)Geography.Thestudentunderstandstheimpactofinteractionsbetweenpeopleandthephysicalenvironmentonthe
developmentandconditionsofplacesandregions.
b(18)Culture.Thestudentunderstandstherelationshipthatexistsbetweentheartsandthesocietiesinwhichtheyare
produced.
b(19)Culture.Thestudentunderstandstherelationshipsamongreligion,philosophy,andculture.
b(22)Socialstudiesskills.Thestudentcommunicatesinwritten,oral,andvisualforms.
b(23)Socialstudiesskills.Thestudentusesproblemsolvinganddecisionmakingskills,workingindependentlyandwith
others,inavarietyofsettings.

Objective(s)forstudentlearning:
(framethisintermsoftheobservableoutcomeofwhatstudentswillbeabletodousingBloomstaxonomysameastheknow/skilledatUbDStage2
section)

Thestudentwillbeabletoapplytheprocessofconductinganoralhistoryinterview.
Thestudentwillbeabletoselectandrefineinterviewquestions.
Thestudentswillbeabletouseappropriatetechnologyforrecordinganinterview.

AssessmentEvidence:
(howwillyouknowstudentsmettheobjective?performancetask(s)and/orotherevidencesuchasquizzes,tests,academicprompts)

Studentswillconductapracticeinterview(minimumofthreequestions)oneononewiththeteacherbefore
theendofthelesson.
Studentswillworkingroupstodraftoralhistoryinterviewquestionsforteacherapproval.

Understanding(s)&EssentialQuestion(s)thislessonaddresses(ifpartofaUbDunit):

Studentswillunderstand
Theetymologyofnamingandhowculture(s)/language(s)affectnaming

Studentswillbeabletoanswer...

Howdoesthewaysomethingisnamedaffectperceptionofit?Howdoesmeaningofaname
changeovertime?
Whatisthepurposeofnamingsomething?
Whoplaysaroleinthefutureofourcity?
Howdowemediatebetweenourpersonalandcommunityidentities?

InstructionalActivity/StudentLearningExperiences:

writeoutprocess/stepsbelow
namespecificstrategiesyouareusingandwriteoutallofthestepsofthestrategy
describethecurriculum/contentANDpedagogy/process)
besureyouarecarefullythinkingabouthowtoopenthelesson,includingfollowingthestrategysstepsoriftherearenot
specificopeningstepshaveanintentionalopeningtothelesson(ex.anticipatoryset/hook,advanceorganizer,review)
howwillyoucheckingforunderstandingthroughoutthelesson?writethisoutspecificallywhenandhow

1.Selectaskill,breakintoclearstepsOralHistoryInterviews

(1.considerpurposeoftheinterview,andwhatkindoffinalproductitwillbeincorperatedinto.2.Preparemultiplequestions
andorganizethemintosimilarthemes.3.Gatherequipmentandtestrecording.Includeextrabatteriesorotherbackup
materialsincasethereisatechnologyissue.4.Contacttheinterviewee.Shareyourpurposeandarrangeatimeandplace
fortheinterviewtotakeplace.5.Testrecordingequipmentagaininthespaceyouwillbeinterviewing.6.Ensure
intervieweesnameandcontactinformationistotallycorrect.Havethemspelltheirnameatthebeginningoftherecording.7.
Statethedate,andpurposeoftheinterviewontherecording.8.Askinterviewquestions.Useactivelistening,withoutmaking
noisethatwillaffecttheaudio.Allowintervieweetotalkuntiltheyfeeltheyaredone.Allowforwaittime.9.Thankyour
interviewee,andshareanyfollowupinformationaboutyourproject.10.Makecopiesoftheaudiofileyourecorded)
*TeacherdeliversashortrationaleofthepurposeofOralHistory
Youmayhavenoticedthateventhoughthereisanabundanceofinformationaboutdifferenthistoricalperiodsand
events,thereareoftenpiecesmissingfromthewholestory.Othertimestheauthortellingthestoryishardtofollowthe
storiesinhistorydontalwayscomealiveliketheycould.Oneremedyforthisisoralhistory.Oralhistoryisthecollection
andstudyofhistoricalinformationusingsoundrecordingsofpeoplewhohavepersonalexperienceofpastevents.Oral
historyhasbeenprominentforaverylongtimeinsomecultres.Arabculture,forexampleplacesmoreemphasisonoral
storytellingratherthanwrittenstorytelling.Sooralhistoryisnotanewidea.Manymodernhistoriansgetexcitedaboutoral
historyfortwomainreasons.First,itletspeopletellastoryintheirownwords.Second,itgivespeopleanopportunityto
contributetoourunderstandingofhistoryeveniftheyarenotaprofessionalhistorian.Inthesewaysoralhistoryfillsinthe
missingpiecesofstories,andshowsusthateveryonesexpereincesandstorieshavevalue.

TheteacherwillthentellstudentsthatourinterviewswillberecordedwiththehelpofaprogramcalledStoryCorps,which
theywilllearnmoreaboutsoon.

2.ModelskillbydemonstratingthestepsanddescribingthethinkingTheteacherwillwalkstudentsthroughan
interview,usingthepre,during,andpostinterviewsteps.TheclasswilllistentooralhistoryexamplesfromStoryCorps
and/ortheInstituteofTexanCulturesaudioarchivesandtheteacherwillexplainthestepsthroughout.
StudentswillhavetimetolookovertheStoryCorpswebsitethatprovidesexamples,aswellasresourcesfordevising
interviewquestions.IfpossiblethestudentsshowthenusetheStoryCorpsappontheipadstosetupagroupaccount.
Differentiation:Ifstudentsarelesscomfortablecreatingquestions,theteachercouldwalkthemthroughthewebsiteinmore
depthbeforemovingon.Theteachercouldalsoprovideahandout/guidetothewebsitetoassiststudentsingettingfamiliar
withwhatisavailable.Theteachercouldprovideahandoutwithwritten,orprovideoneononeinstructionstohelpstudents
setuptheStoryCorpsappaccount.

3.Leaddirectedpracticeaskproceduralandconceptualquestions.Writesequenceofstepsandperformthe
skillTeacherwillguideaclassincreatingquestionsfortheirproject.Questionsshouldfollowtheinterviewprotocol,and
addressnaming.
4.VisualizestepsusingthestepsTheteacherwillguidestudentsinacreativevisualizationofthemselvesinterviewing
someoneatoneoftheselectedSanAntonioExplorationsites.Theteacherwillguidestudentsastheyvisualizethemselves
sittingdown,testingtherecordingdevice,takingadeepbreathandaskingthefirstquestions.
5.Guidedpracticecoachstudents,encouragevisualizingStudentswillbedirectedtogetouttheirprojectassignment,
andteacherwillshowanelectroniccopyontheboard.Studentswilldraftatleastonequestiontheythinktheywouldaskto
helptheminthisproject.Theteacherwillmonitorstudentsworkbywalkingthroughtheroomandcoachingstudentswhen
needed.
6.IndependentpracticewithadditionaltasksStudentswillcontiuetodraftquestionsandbegintotestaudioequipment.
7.MaximizeskillacquisitionbymassingpracticesessionsWhentheteachergivesthestudentsapprovaltomoveon,
studentswillconductashortinterviewoftheteacheroraclassmatebeforetheendofthelesson.Studentswillsharetheir
practiceinterviewrecordingwiththeteacherforreviewofquestionclarityandrecordingquality.
8.UseskillinameaningfulcontextsynthesistaskStudentswillsubmitinterviewquestionsforteacherapprovalwith
theirprojectgroupsbeforetheSanAntonioExploration.Finallystudentswillconductoralhistoryinterviewsaspartoftheir
namingproject.

Lessonclosure:

Studentswillbedirectedtocontinuetopracticeinterviewingsomeonewhotheylivewithtonight.Theteacher
willremindthemthattheywillbedraftingquestionsfortheirgroupinterviewforthenamingproject.

Differentiation:
(identifythelearnerpreferencessuchasMIandLSaswellasanydifferentiationforreadinessandinterest)

warmupquestionsininterviewscanreflectstudentsinterests
studentswillhavedifferentlevelsofsupportincreating

Accommodation:
(howareyougoingtoaccommodatetheuniqueneedsofspecificstudents?forexample,accommodatinglanguagelearnersandmodifyingforspecial
educationstudentsbespecificlistingstudentsbynamecanhelptoensurethatyouarerecognizingandmeetingtheirindividualneeds)

MaterialsandResources:
(studentandteachermaterials,includingtechnology,materialresources,humanresources,orcommunityresources)

ipadsorlaptopswithvoicerecordingsoftware(orhandheldaudiorecorders)
powerpointandprojectororsmartboard
StoryCorps