1	Oral History as a Teaching Tool
2	Where did oral history come from? Post WWII development—democratization of society Relatively cheap, portable, durable, and easy-to-use recorders
3	Not oral tradition Oral traditions are cultural memories passed down through generations. They contain the mindset of a society. Such traditions are malleable as the ethos of the society changes. They belong to a group rather than an individual.
4	So what is it Audio recording of an individual’s first-hand recollections. A search for personal experiences. Imperative to recognize that what is recorded is a product of what both the interviewer and the interviewee consider important. In documentary history there is no interviewer
5	Why incorporate it into curriculum First question is what do you want to accomplish Consider the possible uses Students can contribute to a community/school history
6	Foxfire Magazine that began in 1966 in rural Georgia and is now a popular book series from Doubleday Press Began with a teacher in a small school struggling to engage his students. Later the oral history project moved to the county high school—10^th and 11^th graders. Kids got a stronger connection to the community and the community became more interested in what was happening at the school—in a positive way. Magazine still active
7	"Think about school newsletters" Think about school newsletters, class presentations, in-house publications for sale Family memoirs—give kids a chance to learn how different generations dealt with and understood disaster Historical perspective on traumatic events
8	OK - now the basic procedures Questions Open ended Avoid leading the interviewee Not confrontational
9	Release form Lake Pontchartrain Oral History Project Sponsored by the Lake Pontchartrain Basin Maritime Museum and Southeastern Louisiana University I ________________________ hereby agree to an oral history interview conducted by ___________________________ on ______________, and give to the Lake Pontchartrain Oral History Project the resulting audio and/or video recordings and any transcripts thereof. I further give joint ownership of all copyrights to the Lake Pontchartrain Basin Maritime Museum (LPBMM) and Southeastern Louisiana University (SLU), and consent to the deposit of this interview in the permanent collections of both institutions. I grant LPBMM and SLU the right to use this material for such scholarly and educational purposes, including the right to duplicate, lend, exhibit, publish, or arrange for exhibition or publication, as they may determine, [ ] Without restriction. [ ] With the following restrictions: Signature of interviewee: _______________________Date:______________ Signature of interviewer: _______________________Date: ______________
10	Doing the interview Preliminary interview Introduction Ask questions Do not interrupt Take notes Ask follow-up questions Do not challenge Limit to 1 hour
11	After the interview Index or transcribe Allow interviewee to edit the transcription Intent is to record what the interviewee means Meaning is often more important than fact Send a thank you note