Historical Source Lesson: Oral Histories
| ALL GRADES
For the Educator: Use this historical source lesson with the sample analysis page (as a handout or overhead) to illustrate where to find and how to use oral histories. Download full-page sample analysis Image as jpg. (does not include Oral History Text) |
Relevant Standards: When presented with the interpretive lessons and projects herein, this lesson meets Michigan Content and Benchmark Standards for Social Studies: I:2 Comprehending the Past, I: 3 Analyzing and Interpreting the Past
What are oral histories?
Oral histories are personal accounts about the past. These are usually conducted by an interviewer with a tape recorder, though they may also be passed down between generations. When researching the Fruit Belt, we interviewed many people involved in fruit growing and related industries. In these interviews we learned about people’s experiences, thoughts, and cultural trends. For example, Cliff Emlong remembered how labor sources changed over the years. In our oral history interviews, we learned new information and added depth to already researched topics.
Where can you find them?
We recorded our interviews to preserve the conversational quality, and documented the interviews in transcriptions. The Fruit Belt Oral History Project is now stored at the Fort Miami Heritage Society Archives. You can conduct your own interview to learn about the past.
How do you interpret them?
It is important to analyze oral histories in comparison with other evidence. Following these steps can help you to clearly and effectively interpret oral histories.
Listen to oral history recordings carefully. If available, read the transcript and review the interviewer’s notes. You will want to listen and watch for specific topics—whatever you’re interested in.
Take notes about what you hear and read. What can you learn from this person? How does their narrative relate to what you would like to know? Do they mention any additional sources that might be helpful for you to consult (i.e. books, photographs, newspaper clippings, etc.)? How does their narrative relate to the events in American history? How much time/attention does the orator devote to certain topics/people compared to others? What do you think has been left out of this oral history?
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Michigan Curriculum Framework (PDF) / CURRICULUM GUIDE MATERIALS
WESTERN MICHIGAN UNIVERSITY DEPARTMENT OF HISTORY / THE HERITAGE MUSEUM AND CULTURAL CENTER
