Implementing the project
Schools, educational institutions, and educators are central to the success of this project.
As an educator, you will guide students in:
- Understanding activism and its impact across different times and contexts
- Conducting oral history interviews using ethical and rigorous research practices
- Reflecting on the role of civic action in shaping communities
- Contributing to the collective memory of your community activism
The project is flexible and cross-curricular, easily adaptable to subjects like history, civics, language arts, and social studies. Whether you are leading a short unit or a longer-term inquiry, the materials in this guide will support you every step of the way.
One of the primary challenges in implementing this type of student-led, inquiry-based project is time.
We understand that as a teacher, you are under pressure to deliver curriculum content within a limited timeframe during a busy school term.
To address this, the project has been intentionally designed with flexibility in mind. You can adapt the approach to suit your unique classroom schedule and student needs.
Use of online platform
The accompanying online platform provides structured video tutorials, step-by-step guidance, and interactive activities. These resources are designed for both in-class use and independent student learning, helping to ease the teacher’s preparation load.
Supporting lower attaining students
Some students may find the scope of a full oral history project overwhelming. To support their learning, consider adapting the project to better suit their needs. Possible approaches include:
Using Existing Interviews: Instead of conducting an original interview, provide students with a pre-recorded oral history to analyze. This allows them to engage meaningfully with the material without the pressure of managing an interview themselves.
Collaborative Work: Pair students to share the workload. For example, one student can lead the interview process while the other focuses on transcribing and analyzing the content. This promotes teamwork and allows students to focus on their strengths.
Supporting students with particular learning needs
Students with specific learning needs may require tailored adjustments. While classroom teachers best understand the individual needs of their students, here are some general strategies:
Students with Autism Spectrum Disorder (ASD): These students may struggle with interpreting non-verbal cues during interviews. Pairing them with a partner can provide support during both interviewing and analysis, allowing for collaboration and shared interpretation.
Students with Auditory Processing Difficulties: These students might benefit from working with pre-recorded interviews that include transcripts, so they can read along while listening.
Students with Dyslexia or Writing Difficulties: Utilize transcription software or online tools to automate portions of the transcription process. This reduces the writing burden and enables students to focus more on analysis and interpretation.
Supporting higher attaining students
Challenge higher attaining students by expanding the scope or depth of their oral history projects. Examples include:
- Conduct Multiple Interviews: Have students interview several family members or community members around the same theme. This allows for comparative analysis and
deeper insight into differing perspectives. - Extended Research: Encourage students to complement their interviews with additional historical research using various primary and secondary sources. This approach fosters critical thinking and contextual understanding of the themes explored in the oral histories.
