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=For our oral history unit, you're going to be doing more than researching and paraphrasing. You're going to be interacting with history and your sources. All of your work will be published here, so be sure you take your time and be thorough.=

The Project:
You are required, as a student of freshmen English, to experience the research process and learn various tools needed to accomplish this task. You are also required to make connections to your research and to present it in a variety of ways.

Our research project will require us to use both primary and secondary sources to research the history of our school and its place in this community. You will develop your research skills by doing historical research in the library and interviewing members of the community who were directly involved. Working in both large and small groups, you will present various types of information, both to your classmates and to your families and interviewees.

While time will be given in class, this will not be the only activity we are working on. Bonus Periods are available for extra lab, library, or group meeting time.

A community is a fellowship with those we are near, sharing common goals and interests. We have a classroom community, a school community, and a community within the city. While its easy to feel a connection with our fellow students, it often ends once we leave the school and we become "just a bunch of kids." Therefore, we're going to make some connections, because it is important to understand your community and where it comes from in order to be able to help shape its future (and yes, you are Westfield's future!).
 * Why are we doing this?**

** Goals: **
 * Students will develop research and interviewing skills.
 * Students will learn about the history of their community and school.
 * Students will make connections between generations through the high school experience.
 * Students will present their findings and connections in written, visual, and oral presentations.
 * Members of the alumni and community will participate in a learning experience for the students.

Background Knowledge
There are 3 levels of historical perspective we need to be aware of when creating our history of Westfield: national, local, and school. Please check the table to see which group you will be working with in this first step: In this step, we will spend some time in the library gathering background information on these three levels. Look for major events that may influence students in some way (for example, events in our modern time may include the recession (national), the downtown revitalization (local), or the baseball championship (school)). As you search, record your findings on your [|Source Information Notes].
 * = National Group ||= Local Group ||= School Group ||

Once you have your notes, you will meet in your groups and discuss your findings to decide 2 things: 1. What are the most important events that may have influenced the time period? 2. Why is each important? How might it have influenced the students at Westfield?

Record your findings on the Background Knowledge page, in the appropriate spot. (I suggest you have more than one person adding the information, for time's sake.) List any sources you used at the end. If you need help on this, consult the [|whs research manual], or [|EasyBib].

Your group will informally present your findings to the class on:

Notes will be turned in.

[|Background Knowledge Rubric]

The Interviews
Now that we have gained background knowledge, developed questions, and discussed how to conduct an interview, it's time to contact the alumni. Because the list includes contact information, it will //only// be available in the classroom, so be sure you have the information you need. Do not contact me at home for contact information, as I will not be carrying it with me. I would suggest choosing several names from the alumni list, just in case you cannot reach your first choice.

When you contact your interviewee initially, be sure you are polite and explain the project, even if it is someone you know. Remember that you are asking permission to interview them, not telling them they have to participate because it's required. Schedule a time to meet with them. You may have them meet you at the school during Bonus Period, at the library, or another quiet, public location. If you are going to record the interview in any way (video or audio), you must get his or her permission //first// on a [|Permission Form].

Be sure to take notes throughout, and cite the source as a Personal Interview.

See The Interview page for interview guidelines covered in class.

Extra copies of the Oral History Interview Sheet are available [|here].

[|Interview Rubric]

Gathering Information
In your small specialization groups, you will begin sifting through all the information gathered by your classmates. The purpose of this step is to create a page on this wiki to share information about your specific subject. You must include information from a number of interviews. Remember to use quotes and citations when appropriate. And interviews you use must be included on a source list a the end of your page.

On your page, you __must__ make connections to your own experiences. What is similar or different to our school/community today?

Additionally, this is not just an essay on a webpage. You are strongly encouraged to add to the appearance of your page with the use of pictures and period music. If you don't remmeber how to do this, consult the Hints for the Wiki page for help. Make your page inviting to those viewing it. Remember, this is a public page.

[|Wiki Page Rubric]

Presentation
Our interviews are done. Our research is done. It's time to share our project with those people who helped us. Your group must create a 3-5 minute presentation sharing what you've found. You may use Powerpoint, iMovie, [|animoto], [|Prezi], or any other presentation tool. Remember to make it inviting, interesting, and informative. Your presentation must share the information gathered from the interviews and include those comparisons you included on your group's wiki page.

[|Presentation Rubric]