oral history rc

8/14/2019 Oral History RC

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African American Women Speaking Out For

Their Rights: An Oral History Project

Jessica Rushing and Nicole Smith

English 621: LEH Institute

Southeastern Louisiana University


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Table of Contents

Overview, Class Profile, and Rationale 1

Objectives, Technology & Other Disciplines,

and Written/Communication Component 2

Accommodations and Assessments 3

Annotated Bibliography & Research 4-11

Unit Lesson Plans 12-46

Appendixes 47-68

Reflection 69


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Jessica Rushing & Nicole SmithEnglish 621-01

1

Overview:

The project will begin with a short historical introduction to the Civil RightsMovement and Oral History. Afterword, the students will read and discuss the

differences between the poetry and written oral testimonies from African American

Women of the Civil Rights era. The students will be taught the basics of interviewingand then paired off to interview women who were involved with the Civil Rights

Movement in their community. Since one of the most difficult parts of collecting oral

histories is identifying people to interview, the teacher will have found at least ten people

willing to be interviewed by the students. The teacher will allow students to suggestsomeone and adjustments will be made accordingly. Once paired off, the students will

have to construct their own open ended and memory questions in groups of two. The

students will compose twenty questions each (ten open ended and ten memory questions)to ensure the students are prepared for their interviews. After the interviews, the teacher

will go over transcriptions techniques. The students will then be given days in thecomputer lab to transcribe their interviews. This particular class has complete access to

computers every day, but in other situations adjustments would need to be made based onthe accessibility of computers to the students. After transcribing, the students will write a

reflective essay (in class) on how they think their contribution will help future students

understand the role women played in the Civil Rights movement. The essay must be atleast two written pages and reflect deep thought. Based off of their reflective essays the

students will give a presentation on their interviewing experience. At the end of the

project the teacher could develop a website or class publication.

Class Profile:

English III students of all races. This is a private school with 75% Caucasian,20% African American, and 5% Asian. The students come from various backgrounds,but mostly consist of mid-to-high socio-economic status. Each class period lasts one

hour and thirty minutes.

Rationale:

This three week unit centers on the collection of oral histories and transcribing

them into narratives. The unit will specifically focus on the African American women ofthe Civil Rights period in order to give a voice to those that have not been heard locally,

nationally, and world wide. The corpus of literature from the Civil Rights period is

comprised mostly of the male perspective of the struggle, hence our oral history unit will

allow for students to connect with African American women to help expand the corpus ofknowledge of womens involvement in the struggle. With this generation of protesters

becoming increasingly lost to time, it is important for the younger generations to be able

to document experiences that will allow them to fully comprehend the magnitude of themovement. By hearing the voices of women that struggled in the past to gain basic civil

and human rights the students will develop a personal connection to the history and

become an active historian in the process.


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Before the oral history collection process takes place, the students will engage in astudy of Civil Rights literature and oral history narratives to evaluate the two types of

literature. The central part of the unit incorporates all aspects of the language arts

classroom since the oral history project requires for the students to practice gathering oralinformation, develop skills in interviewing, question writing, and transcribing

information for future generations when these voices will be gone. After the oral historycollection process, the students will reflect on the impact of the interview by writing

about and presenting their research.

Unit Objectives:

The students will be able to identify specific historical references to the CivilRights movement.

The students will be able to connect themes in poetry to themes in oral historynarratives and evaluate information to determine the best source for information.

The students will be able to utilize technology and library resources for research. The students will apply interviewing techniques, question formulation, and

transcribing information while conducting oral history project.

The students will build connections with the Civil Rights period by examining theimpact their interview has on literature and history.

The students will synthesize information to produce a reflective essay andpresentation of research.

The students will evaluate oral history project to determine relevance to real life,literature, history, and community.

Technology and Other Disciplines:

Technology will be used in the excess during this unit. The students will use tape

recorders during their interviews. The students will also use computers to type their

transcriptions. The teacher will also use technology by presenting Power Points on howto construct interview questions, techniques on interviewing, and how to transcribe. The

teacher will also post of the findings of the project on the web so that other teachers can

learn and adapt it to their classrooms.

The unit will cross the curriculum into multiple subject areas. The unit is rooted

in literature arts, though it also crosses into social studies, journalism, andcommunications because of the connection with history, interviewing, and verbal

communication.


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Written/Communication Component:

This unit includes formal and informal assessments on writing and communication.Informal assessments include daily journals, group projects, literary responses, and

research collection. Formal writing and communication assignments include group

projects, each stage of the interviewing process, reflective essay, and presentation ofresearch.

Accommodations:

Students that need accommodations will be paired with those that do not needaccommodations. Also these students will be given the notes from the PowerPoint

presentations. The project requirements will also be modified.

Auditory learners will hear the voices from the past and be able to learn from theirwords, music, and orally spoken poetry.

Tactile learners will learn by actually doing the interviews and doing hands onexploration in finding out about our past.

Visual learners will see the words of the women they interview when they do theirtranscriptions. Also they can read the words of the literature of women of time.

Kinesthetic learners will move around to get into groups and be able to move toother places besides the classroom.

Assessment:

Pre-Assessment for this thematic unit should be based on the brainstorming that

the students completed on knowledge of Civil Rights period and oral history. Studentswill receive various types of informal and formal assessments throughout the unit.

Informal assessments will be comprised of participation, group work, scavenger hunt

worksheet, interview techniques review, biography information worksheet, biography

research, type of questions worksheet, and the equipment quiz. Formal assessments willbe comprised of daily journals, literary response papers, compare and contrast chart,

literature comparison essay, interview techniques quiz, interview questions, the

interview, transcript error worksheet, transcript, impact of learning essay, andpresentation. The interview, transcript, impact of learning essay, and presentation will be

graded using a rubric. Post-assessment will be determined through the impact of learning

essay.


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Research andResources


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Research and Resources about Oral History

Anand, Bernadette, et al., eds. Keeping the Struggle Alive StudyingDesegregation in Our Town: A Guide to Doing Oral History. New York:

Teachers College P, 2002.

Includes a history about desegregation, desegregation of Montclair County in New

Jersey, discussion on the effects of desegregation on todays society, and an overview of

the Oral History project completed with the students.

Hoopes, James. Oral History: An Introduction for Students. Chapel Hill: U ofNorth Carolina P, 1979.

Hooper wrote the text as a four step guide for students on Oral History. He discusses

History and Oral History, forces that shape humans, the interview process from beginningto end, and legal and ethical matters. Hoopers text was published in 1979, therefore not

as up-to-date, but still provides relevant information. The book would be a goodsecondary source for teachers and students to use when learning about the process of

collecting Oral Histories.

Whitman, Glenn. Dialogue with the Past: Engaging Students & MeetingStandards Through Oral History. Walnut Creek: Rowman, 2004.

Whitmans book is an excellent resource for teachers when developing an Oral History

project. He goes through all of the steps of developing a unit that meets standards.

Whitman provides worksheets for teachers to use throughout the process to help guidethe students in their project.

Whitman, Glenn. Engaging Students and Meeting Standards Through OralHistory. Social Studies Review 45.2 (2006): 38-44.

Glenn Whitman discusses the benefits of using an oral history project in theclassroom. He provides examples of projects published on the web and in texts. Whitman

asserts that oral histories help students connect with a past that seems relevant to their

lives. Through participation the students gain a better understanding and show improved

cognitive performance. Whitman concludes by providing valuable resources andexamples of how oral histories meet each of Gardners eight multiple intelligences along

with the NCSS standards in Social Studies.


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Huerta, Grace C. and Leslie A. Flemmer. Using Student-Generated OralHistory Research in the Secondary Classroom. The Social Studies 91.3

(2000): 110-115.

Grace Huerta and Leslie Flemmer claim that oral history projects can be a powerful

antidote for students apathy towards text books. They discuss the pros and cons to an

oral history project but declare that the biggest pro is that students become activeparticipants through research. Huerta and Flemmer then discuss the different stages of

collecting an oral history. In their discussion they talk about how pending on the

classroom, equipment available, etc. each project could vary in size and scope.

Rossbach, Lucille Zenker. Documenting History Enhance Literacy andPreserves Community. English Journal 93.6 (2004): 41-46.

Lucille Zenker Rossbach discusses the process that her students used to write and publish

three collections of local history. Rossbach gave the students a copy of the state standards

and told them they could develop every process as long as they met the standards. Thestudents projects are a collection of lore, history, anecdotes, etc. that are reported by

students and then published in book form.

Oral History Websites

Baylor University. 29 June 2008. Baylor Institute for Oral History. 29 June 2008..

Baylor Institute for Oral History website includes useful tools for conducting oral historyprojects. Teachers can utilize power points, handouts, and other tools available in the

classroom when developing an oral history project.

Birmingham Civil Rights Institutes. 29 June 2008. Oral History Project. 29 June2008..

Birmingham Civil Rights Institutes collection of oral histories provides video clips ofinterviews that can be viewed on Apple computers. Transcripts available in .pdf format.

National Civil Rights Museum. 29 June 2008. Oral History. 29 June 2008..

Civil Rights Oral Histories available in video format. Site also provides helpful

information on Civil Rights.


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Dickinson, Leif. 13 Feb 2008. Oral History Association. 20 June 2008..

Website of the Oral History Association. OHA sets the standards in the professional

world for Oral Histories. The website provides resources for teachers and information onthe ethical and legal issues involved in Oral History collection.

Duke University. 25 May 2006. The Center for Documentary Studies. 29 June2008. .

Duke Universitys Center for Documentary Studies has many projects that would be of

interest. The Behind the Veil project documents the Jim Crow Laws in the south. Oral

Histories can be listened to on the site

George Mason University. 29 June 2008. History Matters: The US Survey Courseon the Web. 29 June 2008.

.

Excellent website for students to learn about Oral Histories. Gives detailed information

with examples. The examples help students gain a better understanding of how Oral

Histories work. The site also provides questions and quizzes for students to check their

understanding.

The Foxfire Fund. 3 June 2008. Foxfire. 20 June 2008. .Magazine produced since 1966 by students of Rabun Gap High School. Students goal isto preserve the vanishing culture of the Southern Appalachia through collecting and

publishing stories, oral histories, anecdotes, history, etc.

The T. Harry Williams Center for Oral History. 29 June 2008. Louisiana StateUniversity Library Special Collections. 29 June 2008.

.

LSU Libraries special collections at the T. Harry Williams Center for Oral History. The

website provides helpful tools and examples of professional Oral Histories collected inthe Louisiana area. Information can be found about setting up an online workshop about

collecting Oral Histories.


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United States Holocaust Memorial Museum. 29 June 2008. Oral History. 29 June2008. < http://www.ushmm.org/archives/oralhist.pdf>.

United States Holocaust Memorial Museum provides information to public on how to

conduct an oral history project.

University of Southern Mississippi. 1 Aug 2005. Civil Rights DocumentationProject. 20 June 2008. .

USMs Oral History Project that includes bibliography, transcripts, and a timeline

specific to the movement in Mississippi.

Whitman, Glenn, William Hunt, and Phillip Greenwood. 14 Feb 2007. AmericanCentury Project. 20 June 2008. .

Glenn Whitmans website that displays the breadth of the project he works on with his

students. The website links to the Maryland digital cultural heritage site were all hisstudents projects have been archived. The website also provides resources for teachers

and students.

Civil Rights Literature

Bridges, Ruby. Through My Eyes. New York: Scholastic, 1999.Ruby Bridges discusses the experience of being the first African American child to attend

an all white school in New Orleans. Her courage opened up the door for others to follow

and signal change in the nation.

Faulkner, Audrey Olsen, et al., eds. When I Was Comin Up: An Oral History ofAged Blacks. Hambden: Archon, 1982.

An excellent collection of written Oral Histories from African Americans in the south,

north, or both. The focus is on the migration that African Americans experienced during

or before the Civil Rights period.

Forch, Carolyn, ed. Against Forgetting: Twentieth-Century Poetry of Witness.New York: Norton, 1995.

Collection of poetry from a variety of traumatic historical events around the world. The

chapter on Civil Rights and Civil Liberties includes poetry about the African American,

Native American, and Chicano experience during t0he time of turmoil.


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Gates, Jr., Henry Louis, and Nellie Y. McKay, eds. The Norton Anthology ofAfrican American Literature. 2

nded. New York: 2004.

An anthology of African American literature that covers a variety of experiences in

different genres. Women writers that could be used in Civil Rights unit: Sojourner Truth,Georgia Douglas Johnson, Marita Boner, Margaret Walker, Gwendolyn Brooks, Lorraine

Hansberry, Audre Lorde, June Jordan, Jayne Cortez, and Carolyn M. Rodgers.

Hampton, Henry, Steve Fayer, and Sarah Flynn, eds. Voices of Freedom: An OralHistory of the Civil Rights Movement From the 1950s Through the

1980s. New York: Bantam, 1990.

A collection of written Oral Histories from various historical events and experiences from

the 1950s to the 1980s. Includes multiple short perspectives of one event/experience.

Height, Dorothy. Open Wide The Freedom Gates. New York: Public Affairs,2003.

Memoir of Civil Rights activist and leader Dorothy Height. Heights was a speaker, social

worker, protester, member of the YWCA, and president of the National Council of Negro

Women.

Moore, Yvette. Freedom Songs. New York: Puffin, 1991.First-person narrative set in 1960s about a young girl, Sheryl, and her family leaving their

home in Brooklyn to visit their grandmother in North Carolina. Sheryl enjoys theexperience of visiting, but also experiences the effects of the Jim Crow laws.

Olsen, Lynne. Freedoms Daughters: The Unsung Heroines of the Civil RightsMovement from 1830 to 1970 . New York: Touchstone, 2001.

Olsen examines the lives of twenty-three women that participated in the Civil RightsMovement. Her stories reveal how women played vital roles in the movement, but often

went without recognition.

Parks, Rosa. Rosa Parks: Mother to a Movement. New York: Dial, 1992.Rosa Parks tells her own story of the protest that led to the Montgomery Bus Boycott.


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Williams, Juan, David Halberstam, and Marian Wright Edelman, eds. My SoulLooks Back in Wonder: Voices of the Civil Rights Movement.

New York: Sterling, 2004.

A collection of Oral Histories discussing the non-violent struggle for civil rights ranging

from leaders to ordinary citizens who bear witness to the transforming moments when

they chose to take a stand.

Whit, Margaret Earley, ed. Short Stories of the Civil Rights Movement. Athens: Uof Georgia P, 2006.

Anthology of short stories that examine the following topics: school desegregation, sit-

ins, marches and demonstrations, acts of violence, and retrospective.

Youth of the Rural Organizing and Cultural Center. The Civil Rights Struggle in

the Rural South: An Oral History Minds Stayed on Freedom. Boulder:

Westview P, 1991.

Excellent resource of Oral History transcripts to utilize as the literature of the class.

Introduced with a brief biography of the interviewee and then the transcript. Some

pictures included throughout the text.

Videos

Eyes on the Prize. Dir. Henry Hampton. Perf. James Farmer, Martin Luther King,Jr., Adam Clayton Powell, Jr., Mylerie Eyers, and James Bevel. VHS.

PBS Home Video, 1999.

A six hour documentary on the Civil Rights movement that includes rare footage and

modern-day interviews.

4 Little Girls. Dir. Spike Lee. Perf. Dianne Braddock, Carolyn Lee Brown, GeraldColbert, Arthur Hanes, Jr., and Freeman Hrabowski, III. HBO Home

Video, 2001.

Oral history testimonies by the friends and families of the four little girls that were killed

in the Birmingham bombing of the 16th street Baptist Church.


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Deacons for Defense. Dir. Bill Duke. Perf. Forest Whitaker, Jonathan Silverman,Ossie Davis, Gene Mack, and Tyrone Benskin. Showtime Ent., 2003.

The Deacons for Defense and Justice evolved from the need for protection in cities in the

deep-south because the police failed to protect African Americans from Klan violence.

Music

Cooke, Sam. A Change is Gonna Come. Aint That Good News. Universal, 2003. Hill, Lauryn. Everything is Everything. The Miseducation of Lauryn Hill. Sony,

1998.

Hill, Lauryn. Interlude and I Find it Hard to Fail. MTV Unplugged No. 2.0. Sony,2002.

Holiday, Billie. Strange Fruit. Billie Holiday. MGM, 1959. Jackson, Mahalia. How I Got Over. The Essential Mahalia Jackson. Sony, 2004. McKenna, Lori. Rubys Shoes. Paper Wings and Halo. Catalyst, 2002. Simone, Nina. Protest Anthology. Andy Stroud, Inc., 2008.

Various Artists. Eyes on the Prize. Sing For Freedom: The Story of the Civil RightsMovement Through its Songs. Smithsonian Folkways, 1990.

Various Artists. Freedom is a Constant Struggle: Songs of the Mississippi CivilRights Movement. Folk Era Records, 1994.

Various Artists. Songs of Protest. Rhino, 1991.


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Unit Lesson Plans


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Oral History Day 1

Grade Level of Lesson: 11th

grade Duration of Lesson: 1 hour 30 Min

Subject/Concept: History of Civil Rights/ What is Oral History?

Objective(s): TSWBAT

1. Recall knowledge about the Civil Rights movement and Oral History.

2. Organize information from internet resources to build on knowledge.

3. Assess the impact of the Civil Rights movement on todays society.

4. Determine how Oral History can be more valuable than written history.

Standard/Benchmark/GLEs:

ELA-1-H4: Analyzing and evaluating complex texts with supportive explanations to

generate connections to real-life situations and other texts.

ELA-6-H1: Analyzing, evaluating, and responding to United States and world literature

that represents the experiences and traditions of diverse ethnic groups.

ELA-7-H1: Using comprehension strategies to evaluate oral, written, and visual texts.

ELA-7-H2: Using reasoning skills, incorporating life experiences, and using available

information resources to solve problems in complex oral, written, and visual texts.

ELA-7-H3: Analyzing and evaluating the effects of an authors life, culture, and

philosophical assumptions as reflected in the authors viewpoint (perspective).

ELA-7-H4: Using analytical reasoning skills in a variety of complex oral, written, and

visual texts.

ELA-2-H6: Writing as a response to texts and life experiences.

ELA-3-H2: Using the grammatical and mechanical conventions of standard English.

ELA-4-H2: Giving and following directions/procedures.

ELA-5-H2: Synthesizing information sources.

ELA-5-H6: Analyze and synthesize information found in various complex graphicorganizers, including detailed maps, comparative charts, extended tables, graphs,

diagrams, cutaways, overlays, and sidebars.

Procedures:

10 minutes Anticipatory set: Teacher will pass out lyrics and play YouTube video ofBillie Holidays song Strange Fruit. Students will write a journal about

the song.


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10 minutes Pretest: Students will brainstorm about prior knowledge of the CivilRights period and Oral Histories and individually write information down

for 5 minutes. Class will discuss prior knowledge as a group with teacher

writing the topics on an overhead.

30 minutes Students will research guided topics on the internet about the Civil Rights

Movement.

30 minutes Students will go to website:

http://historymatters.gmu.edu/mse/oral/what.html and read, listen, and

write down answers to questions on website pertaining to Oral Histories.

10 minutes Closure: The teacher will bring the class back together to discuss how

oral histories could be a fun and effective way to learn about Civil Rights

Literature. Teacher will pass out Oral History recommendation sheet forstudents to have someone considered for an interviewee. Sheet will be

due in two days.

Homework: Students will read and write a one page response paper aboutfour poems for homework: Audre Lordes A Litany for Survival,

Georgie Douglas Johnsons Lost Illusions, Margaret Walkers For MyPeople, and Gwendolyn Brooks The ChicagoDefenderSends a Man to

Little Rock. All poems come from The Norton Anthology of African

American Literature listed in resources.

Technology:

The students used the internet for research to complete the scavenger hunt worksheet.

The internet will be used to show a video clip of Billie Holidays song.

An overhead projector will be used for group discussion.

Assessment/Evaluation:

Students will be assessed on completion of daily journal.

Students will be monitored for participation throughout scavenger hunt.

Students will be assessed on completion and accuracy of scavenger hunt.

Students will be assessed on response paper.

Accommodations: Lesson will include a variety of activities and instruction to meet the

needs of Oral/Visual/Tactile learners. Extra time and guided practice handouts will be

given to special needs students. Students that finish early can start reading poems.


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Resources/References:

Gates, Jr., Henry Louis, and Nellie Y. McKay, eds. The Norton Anthology of

African American Literature. 2nd

ed. New York: 2004.

Web Sites:

http://www.youtube.com/watch?v=h4ZyuULy9zs (Billie Holiday)

http://www.lyricsfreak.com/b/billie+holiday/strange+fruit_20017859.html (Song Lyrics)

http://historymatters.gmu.edu/mse/oral/what.html (Oral history website)

Materials:

Song Lyrics, computers with internet access, and scavenger hunt worksheet.


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Oral History Day 2



Subject/Concept: African American Women of the Civil Rights period


1. Interpret poetry and Oral histories to understand and contextualize the Civil Rights

Movement.

2. Examine various forms of discrimination through the literature.

3. Discuss the tone, form, word choice, themes, etc.

4. Evaluate messages of the literature to decide which form is more effective.


ELA-1-H1: Extend basic and technical vocabulary using a variety of strategies.

ELA-1-H2: Analyze the significance of complex literary and rhetorical devices in

American, British, or world texts.

ELA-6-H2: Analyze and explain the significance of literary forms, techniques,characteristics, and recurrent themes of major literary periods in ancient, American,

British, or world literature.

ELA-6-H3: Analyze and synthesize in oral and written responses distinctive elements

(e.g., structure) of a variety of literary forms and types.

ELA-1-H3: Draw conclusions and make inferences about ideas and information incomplex texts in oral and written responses.

ELA-6-H4: Analyze in oral and written responses the ways in which works of ancient,

American, British, or world literature represent views or comments on life.

ELA-4-H6: Participate in group and panel discussions.

Procedures:

10 minutes Anticipatory Set: Teacher will pass out lyrics and play YouTube video ofNina Simones song Backlash Blues. Students will write a journal about

the song.

15 minutes Students will be broken up into groups to discuss poems read for

homework. One person in the group will record thoughts, ideas,

inferences, etc. of the entire group about all four poems.

10 minutes Groups will be given four pieces of white paper and markers to draw a

symbolic image for each of the four poems.


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10 minutes Teacher will gather class back together to discuss the symbolic images and

discuss the poems with the students.

20 minutes Students will read oral history narratives: Mamie Till Bradley Mobleys

account of the death of Emmett till (pg. 5-6), Rosa Parks account of her

infamous refusal (pg 19), Virginia Durrs account of the effects of the BusBoycott of white/black relationships (pg. 27), and Orval Faubus accountof The Little Rock Crisis during integration (pg. 41). All oral history

narratives come from Voices of Freedom: An Oral History of the Civil

Rights Movement From the 1950s Through the 1980s listed in resources.

10 minutes Students will go back to groups. Each group will be assigned one oralhistory narrative and a poem to compare and contrast using a t-chart. The

students will analyze the message, symbolism, voice, tone, word choice,

and impact. Groupings of poems/narratives are: Lost Illusion/Mamie Till,A Litany for Survival/Rosa Parks, For My People/Virginia Durr, and The

ChicagoDefenderSends a Man to Little Rock/Orval Faubus.

10 minutes Each group will report their analysis to the class.

5 minutes Closure: Teacher will discuss how oral history can be considered a form

of literature just like poetry, short stories, memoires, etc. and how it

reveals the individuals experience through a personal story.

Homework: Students will read and write a one page response paper aboutfour more poems: Gwendolyn Brooks Riot, June Jordans In

Memoriam: Martin Luther King, Jr., Margaret Walkers For Malcolm

X, and Nikki Giovannis From a Logical Point of View. All poems

come from The Norton Anthology of African American Literature listed in

resources.

Technology:




Students will be monitored for participation throughout group work.

Students will be graded on compare and contrast chart.

Students will be assessed on response paper.

Accommodations: Lesson will include a variety of activities and instruction to meet theneeds of Oral/Visual/Tactile learners. Extra time and guided practice handouts will be

given to special needs students. Students that finish early can begin reading poems.


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African American Literature. 2nd ed. New York: 2004.

Hampton, Henry, Steve Fayer, and Sarah Flynn, eds. Voices of Freedom: An Oral

History of the Civil Rights Movement From the 1950s Through the 1980s.

New York: Bantam, 1990.

Web Sites:

http://www.pbs.org/wgbh/amex/till/(murder of Emmett Till)

http://www.achievement.org/autodoc/page/par0bio-1 (Rosa Parks)

http://www.nps.gov/history/nr/travel/civilrights/ak1.htm (Little Rock desegregation)

http://www.montgomeryboycott.com/article_560606_newgroup.htm (Birmingham BB)

Materials:

White paper and markers, copies of poems, and copies of historical narratives.


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Oral History Day 3



Subject/Concept: African American Women of the Civil Rights period


1. Interpret poetry and Oral histories to understand and contextualize the Civil Rights

Movement.

2. Examine various forms of discrimination through the literature.

3. Discuss the tone, form, word choice, themes, etc.

4. Construct class poem from analysis of each of the poems.

4. Evaluate messages of the literature to decide which form is more effective.


ELA-1-H1: Extend basic and technical vocabulary using a variety of strategies.

ELA-1-H2: Analyze the significance of complex literary and rhetorical devices in

American, British, or world texts.

ELA-6-H2: Analyze and explain the significance of literary forms, techniques,characteristics, and recurrent themes of major literary periods in ancient, American,

British, or world literature.

ELA-6-H3: Analyze and synthesize in oral and written responses distinctive elements

(e.g., structure) of a variety of literary forms and types.

ELA-1-H3: Draw conclusions and make inferences about ideas and information in

complex texts in oral and written responses.



ELA-4-H6: Participate in group and panel discussions.

ELA-2-H1: Develop complex compositions, essays, and reports

ELA-2-H3: Develop complex compositions using writing processes

Procedures:

10 minutes Anticipatory set: Students will journal about freedom and everyone

will share at least one of their concepts of freedom.

5 minutes Students will volunteer to read poems aloud.


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5 minutes Students will be asked to free-write about each of the poems read forhomework. The short analysis needs to follow the mini skirt rule: long

enough to cover the subject, but short enough to keep it interesting.

5 minutes Students will underline four sentences or a phrase that brings out the

meaning of each of the four poems.

20 minutes Teacher will bring out four pieces of poster board. Going through eachpoem, students will offer sentences/phrases and teacher will write them

down on the poster board to create four new poems about the four poems

read. Class will title each poem.

20 minutes Students will read aloud oral history narratives: Dorothy Cottons account

of how Dr. Martin Luther King Jr. took a position on the Vietnam War(pg. 341), Sonia Sanchezs narrative about Malcolm X (pg. 252), Kathleen

Neal Cleavers account of how Dr. Martin Luther King, Jr.s death

impacted the Black Panthers (pg. 514), and Daisey Nunleys account of

the Detroit Riot in 1967 (pg. 388). All oral history narratives come fromVoices of Freedom: An Oral History of the Civil Rights Movement From

the 1950s Through the 1980s listed in resources.

15 minutes Each student will pick a poem/oral narrative pair and write about which

one they find paints a clearer picture of the strife and turmoil during theCivil Rights period. Students are to use evidence to prove thesis.

Poem/narrative groupings are: From a Logical Point of View/Dorothy

Cotton, In Memoriam: Martin Luther King, Jr./Kathleen Neal Cleaver, For

Malcolm X/Sonia Sanchez, and Riot/ Daisey Nunley.

10 minutes Closure: Teacher will discuss the value of Oral histories and the impactthey have on our view of history and literature. Teacher will collect any

interview referral sheets.

Homework: Students will finish or polish essay worked on in class.

Technology:


The internet will be used to show a clip of Nina Simones song Backlash Blues.


Students will be assessed on completion of daily journal

Students will be assessed on free write and class poem participation.

Students will be assessed on individual essays.


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given to special needs students. Students that finish early continue to work on essay.



African American Literature. 2nd

ed. New York: 2004.

Hampton, Henry, Steve Fayer, and Sarah Flynn, eds. Voices of Freedom: An Oral

History of the Civil Rights Movement From the 1950s Through the 1980s.

New York: Bantam, 1990.

Web Sites:

http://www.youtube.com/watch?v=Gz4VhicbVH0 (Nina Simone You tube clip)

http://www.lyricsdepot.com/nina-simone/backlash-blues.html (Nina Simone lyrics)

http://www.americansc.org.uk/Online/Vietnam_Civil_Rights.htm(Civil Rights /Vietnam)

http://www.history.com/minisite.do?content_type=Minisite_Generic&content_type_id=5

7770&display_order=1&sub_display_order=6&mini_id=1071 (MLK assassination)

http://www.blackpanther.org/legacynew.htm (Black Panthers)

http://www.cmgww.com/historic/malcolm/home.php (Malcolm X)

http://l3d.cs.colorado.edu/systems/agentsheets/New-Vista/chicago68/background.html (Chicago 1968 race riot)

Materials:

Four Poster Boards, markers, computer with internet access, and oral narrative handouts.


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Oral History Day 4



Subject/Concept: Oral History Association Ethics/ Interview Techniques


1. Interpret and evaluate why OHAs Principles and Standards are vital to the

profession/practice.

2. Understand and recall skills needed in the interviewing process.

3. Discuss issues and concerns about conducting an interview.

4. Formulate questions interviewee will be responsive to.


ELA-4-H1: Use standard English grammar, diction, and syntax when speaking in formal

presentations and informal group discussions.

ELA-4-H2: Organize and use precise language to deliver complex oral directions or

instructions about general, technical, or scientific topics.

ELA-4-H1: Select language appropriate to specific purposes and audiences for speaking

Procedures:

10 minutes Anticipatory set: Teacher will pass out lyrics and play YouTube video of

Lauryn Hills song Everything is Everything. Students will write ajournal about how the current song relates to the past and present.

20 minutes Teacher will break students up into groups and pass out the OHA

Principles and Standards to each student. Teacher will assign one section

of the handout per group. Group is to read section and on poster boardwrite the principle or standard. Under principle and standard students are

to write the reasons why it is important to adhere to the OHA regulation.

15 minutes Teacher will pass out interview tips handout and discuss interview

techniques with the students.

15 minutes Students will practice interviewing with teacher by asking questions about

his/her life. Questions should build off of each other and teacher will give

feedback about each question given.

20 minutes Students will watch short videos of oral history interviews on the web.Afterword, teacher will address any concerns about what will happen

during an interview with the students.


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10 minutes Closure: Students will write down all the information that they can recallabout interviewing techniques and any questions that they still have about

the process. Teacher will collect assignment to check for understanding

and any concerns not addressed in class.

Homework: Students will look over the biography information worksheetand study for interview quiz.

Technology:

The computer will be used for journal entry and oral history examples.




Students will be assessed for completion of interview techniques review.


needs of Oral/Visual/Tactile learners. Extra time and guided practice handouts will begiven to special needs students. Students that finish early canlook over biography

information and study for quiz on the next day.


Whitman, Glenn. Dialogue with the Past: Engaging Students & Meeting

Standards Through Oral History. Walnut Creek: Rowman, 2004.

Web Sites:

http://alpha.dickinson.edu/oha/ (Oral History Association)

http://www.civilrightsmuseum.org/about/oralhistory.asp (National Civil Rights Museum

for oral histories on the web)

http://cds.aas.duke.edu/btv/index.html (Duke University-Audio clips on oral histories

available)

Materials:

Five poster boards and markers, copies of OHA Principles and Standards, copies ofinterview tips worksheet, and computer with internet for journal and examples of oral

histories.


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Oral History Day 5



Subject/Concept: Pre-Interview meeting and Research & Preparation


1. Recall prior knowledge of period to collect biographical information on interviewee.

2. Apply interviewing techniques while getting to know interviewee.

3. Discuss the life of the interviewee to gain insight to what type of questions to

formulate for the formal interview.

4. Interpret biographical information collected in order to determine what information to

research.


ELA-5-H1: Select and critique relevant information for a research project using the

organizational features of a variety resources.

ELA-5-H2: Analyze the usefulness and accuracy of sources by determining their validity

(e.g., authority, accuracy, objectivity, publication date, coverage).

ELA-5-H3: Access information and conduct research using various grade-appropriate

data-gathering strategies/tools.

ELA-4-H2: Listen to detailed oral instructions and presentations and carry out complex

procedures.

ELA-4-H1: Select language appropriate to specific purposes and audiences for speaking.

ELA-5-H5: Use selected style guides to produce complex reports.

Procedures:

10 minutes Anticipatory set: Teacher will pass out lyrics and play you tube video for

Sam Cookes song A Change is Going to Come. Students will write

journal about the song and how the lyrics connect with the Civil Rightsperiod.

10 minutes Students will take brief quiz on Interviewing techniques.

5 minutes Teacher will break students up into groups of two for the interview

process and give them a brief biography on their interviewee.


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10 minutes Interviewees will come into the classroom and the teacher will introducethem to the entire class. As teacher is introducing interviewees to students,

each pair will raise their hand after introduction so interviewee knows who

their interviewers will be.

30 minutes Interviewees will then go sit down with their interviewers. Interviewers(students) will fill out biography worksheet by asking their intervieweeany questions. The full time will be used for students to ask questions and

get comfortable with their interviewee. At the end of the thirty minutes

students will thank interviewee.

20 minutes Pairs will take biographical information to research on the internet about

specific events, times, places, etc. pertinent to their interviewee.

5 minutes Closure: Teacher will gather the class back together and ask them aboutnew information learned and feelings aroused from talking with their

interviewee.

Homework: Based off of biographical information and research students

will begin to develop preliminary questions for the interview.

Technology:

The computer will be used to play the song for the students journal and for research.



Students will be assessed on interviewing techniques quiz.

Students will be assessed on completion of biographical information.

Students will be assessed on completion of research.



given to special needs students. Students that finish early can begin to formulate

questions.





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Web Sites:

http://www.lib.lsu.edu/special/williams/(LSU Oral History collection)

http://www.doingoralhistory.org/ (Glenn Whitmans oral history class project)

Materials:

Computer with internet for journal, interview techniques quiz, biographical information

worksheet (Just in case students lost them).


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Oral History Day 6



Subject/Concept: Interview Questions Preparation


1. Explain why it is important to have carefully constructed questions.

2. Construct questions based off of application of question construction lesson.

3. Analyze questions to determine how they can be improved.

4. Evaluate the questions to pick the 10 main and follow up questions for interview.


ELA-2-H2: Develop complex compositions on student- or teacher-selected topics that are

suited to an identified audience and purpose.

ELA-2-H5: Extend development of individual style.



procedures.

Procedures:

10 minutes Anticipatory set: Teacher will pass out lyrics and play song Eyes on the

Prize. Students will write journal about what they think the prize is.

15 minutes Teacher will go over Interview Questions Power Point with students. Thepresentation will be guided practice to teach the students how to formulate

questions that will produce the maximum amount of quality information

from their interview.

15 minutes Students will work in their interviewing pairs to complete the Types ofQuestion worksheet. Students will discuss their main questions and

follow up question as a group to evaluate their questions to determine how

could be improved. Teacher will circulate around to help guide pairs.

15 minutes Students will individually formulate 5 main and 2 follow up explanationand judgment Questions and Memory Questions on the two worksheets

handed out.

30 minutes Students will get back into their interviewing pairs and determine what

questions are missing or could be reworded. Pairs will pick ten main and

follow up questions that they will use in their interview. Teacher will

work with each pair to help guide development and choice of questions.


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5 minutes Closure: Teacher will discuss with class what they learned about questionmaking. Students will be asked to discuss any concerns they have about

their group questions.

Homework: none

Technology:

A CD player will be used to play the song for the daily journal. The computer will be

used to show the power point on question types.


Students will be assessed on the completion of daily journal.


Students will be graded on group questions worksheet.

Students will be graded on individual questions worksheets.


given to special needs students. Students that finish early can examine the equipment

used for the interview.




Hoopes, James. Oral History: An Introduction for Students. Chapel Hill: U of

North Carolina P, 1979.

Web Sites:

http://www.baylor.edu/oral_history/ (Baylor University Oral History website)

http://www.lib.lsu.edu/special/williams (LSU Oral History collection)

Materials:CD Player and Eyes on the Prize song, power point for question formulation, type of

Question worksheet, explanation and Judgment Question Worksheet, and memory

Question Worksheet.


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Oral History Day 7



Subject/Concept: Equipment check and Practice Interview


1. Find out how equipment works.

2. Infer possible answers of interviewee.

3. Discuss and suggest ways to improve questions.

4. Evaluate interviewing process.






procedures.

ELA-4-H4: Use active listening strategies.

Procedures:

10 minutes Anticipatory set: Students will write daily journal about their questions,

concerns, and feelings about the project. Teacher will use this as a tool toaddress any concerns before the interview.

10 minutes Teacher will give each interviewing pair a digital audio recorder and allow

for them as a group to complete the equipment quiz together. Groups are

to explore the equipment and manual to be familiar with the equipment

and ensure that it is in working order.

10 minutes Teacher will instruct students on how to use the digital audio recorder.

10 minutes Teacher will pass out Interview Release form and instruct students on howto have interviewee fill out the form, as well as the options that the

interviewee has.

40 minutes Students will be broken into groups of three (groups should be composed

of students who are not very familiar with each other). Student #1 is aninterviewer, Student #2 is the interviewee, and Student #3 is an observer.

Interviewee asks questions of interviewee for five minutes. Interviewee is

to use prior knowledge of civil rights period and their interviewee toformulate answers they think their interviewee would provide. Observer


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provides feedback, relating to listening skills and questions asked.Students rotate roles until each student has had an opportunity to be the

interviewer.

10 minutes Closure: Teacher will engage students in a class discussion about the

interviews. Questions asked will be: What worked and what didnt work,in terms of interviewing skills? How did it feel asking personal questions?

How did it feel answering personal questions?

Homework: Students are to go over their questions and interview releaseform to be familiar with their information for the interview. Students are

also to go over rubric for grading on their interviews.

Technology:

Students will familiarize themselves and use digital audio recorders.



Students will be assessed on equipment quiz.

Students will be monitored for participation throughout interview practice exercise.



given to special needs students. Students that finish early can work on any last minute

preparations for their interview.




Web Sites:



Materials:

Digital Audio recorders, equipment check quiz, interview Release form, interview

questions, and interview rubric.


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Oral History Day 8



Subject/Concept: In-ClassInterviews


1. Recall prior knowledge to shape interview responses.

2. Demonstrate knowledge of interview process.

3. Conduct an interview.

4. Adapt questions and responses.






procedures.

ELA-4-H4: Use active listening strategies.

Procedures:

10 minutes Anticipatory set: Teacher will play soft music and guide students through

a relaxation exercise.

10 minutes Students will check to ensure digital audio equipment works properly.

10 minutes Interviewees will come in and sit down to reacquaint themselves with the

students and fill out paperwork.

40 minutes Students will conduct interview by rotating turns asking questions. At the

end of the interview the students will thank the participants.

20 minutes Closure: Students will briefly discuss how it felt to interview, problems

that occurred, insights gained from interview, things that they wouldchange for future projects, and value of interview.

Homework: none


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Technology:

Teacher will use CD player to play light music.

Students will use digital audio recorders for interview.


Students will be assessed on completion of their daily journal.

Students will be assessed using a rubric for their interview.


needs of Oral/Visual/Tactile learners. Extra time and guided practice handouts will begiven to special needs students. Students that finish early can discuss with their partner

ideas for their presentation.




Web Sites:



Materials:

CD Player, interview release form, questions, and digital audio recorder.


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Oral History Day 9



Subject/Concept: How do you transcribe?


1. Recall knowledge on transcribing process.

2. Demonstrate knowledge on transcribing process.

3. Experiment with transcribing.







ELA-2-H3: Develop complex compositions using writing processes such as

proofreading/editing to improve conventions of language

ELA-2-H3: Develop complex compositions using writing processes such as publishing

using available technology

ELA-5-H5: Use selected style guides to produce complex reports that include standard

formatting for source acknowledgment

Procedures:

15 minutes Anticipatory set: Students will listen to Lauryn Hills Interlude and I

Find it Hard to Fail from her unplugged album (lyrics will be provided).Students are to respond in journal about how her modern song says

something about our past and present.

20 minutes Teacher will use Power Point to teach students transcribing.

20 minutes Teacher will show an example of a transcript and lead students through a

guided practice.

20 minutes Students will complete transcription error worksheet.

5 minutes Teacher will go over transcribing rubric with students.


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10 minutes Closure: Teacher will ask students questions about problems that couldoccur during transcribing process and students will recall knowledge to

determine plan of action.

Homework: Students are to go over transcription notes.

Technology:

CD player will be used for daily journal.

Power point will be used for teaching transcription process.



Students will be assessed on transcription error worksheet.


given to special needs students. Students that finish early can begin listening to their

audio in the library.


Hoopes, James. Oral History: An Introduction for Students. Chapel Hill: U of

North Carolina P, 1979.



Web Sites:

http://www.bcri.org/tracks/research_resources/oral_history_project.htm# (Birmingham

Civil Rights Institutes website)

http://www.usm.edu/crdp/ (USMs Oral History Project)

Materials:

CD player and lyrics, transcription power point, transcript example, transcript error

worksheet, and transcription rubric.

]


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Oral History Day 10



Subject/Concept: Oral History Project/ Transcribing


1. evaluate audio from their interview and transcribe the information correctly.













Procedures:

10 minutes Anticipatory set: TSW be given a piece of a transcript and asked toidentify what is wrong with it. TTW go over the correct answers.

10 minutes TTW ask the students to get out their notes for transcribing. TTW briefly

go over the information and ask the students if they have any questions.

60 minutes TSW transcribe their interviews in the computer lab.

10 minutes Closure: TTW ask the students why they feel it is important for

transcribing to have set rules.

Homework: Read over transcribing notes.

Technology:

TT is in the computer lab using transcription software. TSW also have their recording

devices with them so they can hear the audio.


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TSW be graded on their transcriptions and participation in class.


given to special needs students. Students that finish early can check over their work.

Web Sites:

http://www.lib.lsu.edu/special/williams/ (LSU Oral History)

Materials:

PCs, transcribing software, and recording devices.


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Oral History Day 11



Subject/Concept: Oral History Project/ Transcribing


1. evaluate audio from their interview and transcribe the information correctly.













Procedures:

10 minutes Anticipatory set: TSW journal on what problems they are facing in doingtheir transcriptions.

70 minutes TSW transcribe their interviews in the computer lab.

10 minutes Closure: TTW ask the students why is it important to have both a written

and audio version of their interviews.

Homework: Start thinking about what you have learned through this

project.

Technology:

TT is in the computer lab using transcription software. TTW also have their recording

devices with them so they can hear the audio.


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TSW be graded on their transcriptions and participation in class.


given to special needs students. Students that finish early can check over their work.

Web Sites:

http://www.lib.lsu.edu/special/williams/(LSUs Oral History Collection)

Materials:

PCs, transcribing software, and recording devices.


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Oral History Day 12



Subject/Concept: Oral History Project/ Impact Essay


1. reflect on experience of the oral history project by writing an in class essay.


ELA-6-H1: Analyze and critique the impact of historical periods, diverse ethnic groups,

and major influences (e.g., philosophical, political, religious, ethical, social) on

American, British, or world literature in oral and written responses

ELA-2-H1: Develop complex compositions, essays, and reports that include a clear,

overall structure (e.g., introduction, body, appropriate conclusion

ELA-2-H1: Develop complex compositions, essays, and reports that include supporting

paragraphs organized in logical sequence (e.g., chronological order)

ELA-2-H1: Develop complex compositions, essays, and reports that include transitional

words, phrases, and devices that unify throughout

ELA-2-H2: Develop complex compositions on student- or teacher-selected topics that aresuited to an identified audience and purpose and that include vocabulary selected to

clarify meaning, create images, and set a tone

ELA-2-H3: Develop complex compositions using writing processes such as prewriting

(e.g. brainstorming, clustering, outlining, generating main idea/thesis statements)

Extend development of individual style, including avoidance of overused words, clichs,

and jargon

Extend development of individual style, including a variety of sentence structures and

patterns

Extend development of individual style, including diction that sets tone and mood

ELA-2-H5: Extend development of individual style, including vocabulary and phrasing

that reflect the character and temperament (voice) of the writer

ELA-2-H6: Write for various purposes, including interpretations/explanations that

connect life experiences to works of American, British, and world literature

Procedures:

10 minutes Anticipatory set: TSW think back to their interviews and journal about

what they think is one of the most important messages their interviewee

said.


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10 minutes TTW hand out the grading rubric for the students impact essays. TTW goover the rubric and explain to the students what is expected of them in this

essay.

20 minutes TSW write a rough draft of their essay or brainstorm for their essay. This

will be a part of their grade. While the students are working, they may askquestions or advice on their essays.

45 minutes TSW write a formal essay on the impact this project has had on them.

5 minutes Closure: TTW ask the students what do they think future students will get

out of hearing these interviews.

Homework: TSW finish their essays for homework.

Technology:

The rubrics will be typed using a pc. The students may also type their essays at home if

they wish to do so.


TSW be graded on their essays using a rubric.



given to special needs students. Students that finish early can check over their work or

begin work on their presentation.

Web Sites:

http://rubistar.4teachers.org/index.php (Rubrics)

Materials:

Rubrics


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Oral History Day 13



Subject/Concept: Oral History Project/ Thank You Cards and Presentation Work Day


1. identify key points in interviews to present to the class.

2. construct visuals of the key points of the interviews to present to the class.


ELA-4-H4: Use active listening strategies, including selecting and organizing

information


data-gathering strategies/tools, including: using graphic organizers (e.g., outlining, charts,timelines, webs)

Procedures:

10 minutes Anticipatory set: TSW use construction paper and write thank you notes

to the people who came for the interviews.

10 minutes TTW hand out the grading rubric for the students presentations. TTW go

over the rubric and explain to the students what is expected of them in

their presentations.

15 minutes TSW get with their partners and discuss what they want to present andwhat their visual will be for their presentations.

50 minutes TSW begin construction their visuals for their presentation. They may use

makers, poster paper, or any material they would like to make a visual for

their presentation.

5 minutes Closure: TTW ask the students to write tips for future students who will

participate in this project.

Homework: TSW finish presentation visuals.

Technology:

The rubrics will be typed using a pc.


TSW be graded on their essays using a rubric.


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Web Sites:

http://rubistar.4teachers.org/index.php (Rubrics)

Materials:

Rubrics for presentation makers

Poster paper


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Oral History Day 14



Subject/Concept: Oral History Project/ Presentations





ELA-4-H3: Deliver presentations that include language, diction, and syntax selected to

suit a purpose and impact on an audience

ELA-4-H4: Deliver oral presentations, including responses that analyze information in

texts and media


information


data-gathering strategies/tools, including: using graphic organizers (e.g., outlining, charts,

timelines, webs)


presentations and informal group discussions

Procedures:10 minutes Anticipatory set: TSW write down some strengths and some weakness

they have with the oral history project.

10 minutes TSW get with their partners and discuss their presentations.

65 minutes TSW give their presentations to the class. TTW use the rubric to grade the

students while they present. After each presentation the students will

answer questions from their classmates.

5 minutes Closure: TTW ask the students what are some similarities between the

interviews that were presented today.

Homework: None.

Technology:



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TSW be graded on their essays and presentations using a rubric.




Web Sites:

http://rubistar.4teachers.org/index.php (rubrics)

Materials:

Rubrics for presentation


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Oral History Day 15



Subject/Concept: Oral History Project/ Presentations





ELA-4-H3: Deliver presentations that include language, diction, and syntax selected to

suit a purpose and impact on an audience

ELA-4-H4: Deliver oral presentations, including responses that analyze information in

texts and media


information


data-gathering strategies/tools, including: using graphic organizers (e.g., outlining, charts,

timelines, webs)


presentations and informal group discussions

Procedures:10 minutes Anticipatory set: TTW ask the students what they now know about the

history of the civil rights movement and oral history. TTW take this up

and compare it to the pretest to determine what the students have leaned

through the project.

10 minutes TSW get with their partners and discuss their presentations.

65 minutes TSW give their presentations to the class. TTW use the rubric to grade thestudents while they present. After each presentation the students will

answer questions from their classmates.

5 minutes Closure: TTW ask the students what they think about the situation today.

Do we live in a total nonjudgmental society? What can we do to make sure

that everyone is treated equally?

Homework: None.


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Technology:



TSW be graded on their essays and presentations using a rubric.



given to special needs students.

Web Sites:

http://rubistar.4teachers.org/index.php

Materials:

Rubrics for presentation


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Appendix


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Appendix I

Name:_________________________ Date: ___________ Hour:________

Civil Rights Internet Scavenger Hunt

1. The Atlantic Slave Trade

__________ About what percentage of African slaves died during the terrible

"middle passage" to the Americas?

2. Where Did Most African Slaves End Up?

__________ About 9.2 million African slaves were imported to the Caribbean

and Central & South America. About how many were imported to the USA?

3. Were All Africans in the Americas Enslaved?

__________ By 1860, what percentage of Africans in the USA were free?

4. The Crucial Question: Would Slavery Expand?

__________Several new territories were open to slavery in the pre-Civil War

period. Which territory was adjacent to the slave state of Missouri?

5. Free at Last? The Civil War Amendments

__________ During Reconstruction, the Constitution was amended three times

to guarantee freedmen their rights. Which amendment granted them citizenship

and protected their rights?

6. Not A Funny Situation!

_____________ In 1874, cartoonist Thomas Nast commented about thecondition of blacks in the South during Reconstruction. What was the title of

his cartoon? (Click cartoon to enlarge)


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Appendix I

Directions: Click and hold control on blue to lead you to website.

7. An "Unreconstructed Rebel" Sings_____________ The author of these song lyrics was a southern soldier. He says

he hates the Constitution. Name one of the other things he claims to hate in his

song.

8. Separate And Not Equal

__________ After Reconstruction, segregation increased. Scroll through these

photos, and name two of the locations shown where blacks and whites were

given separate facilities.

9. Plessy vs. Ferguson

__________ In 1896, the Supreme Court decided that "separate but equal"

facilities for blacks and whites were legal. What was the full name of the black

man who filed the lawsuit?

10. The Bitter Fruits of Racial Hatred

__________ One of the cruelest examples of racial hatred is illustrated in these

photographs from a museum. What was this particular form of cruelty called?

11. Billy Holiday's Haunting Song About Lynching

__________ (Read the song lyrics printed under the singer's photo.) Billy

Holiday's song became an inspiration for the anti-lynching movement. What

was the song's title?

12. A Poet's Plea for Civil Rights

__________ Black Poet Paul Lawrence Dunbar wrote this powerful poem

about how some African Americans adapted to the racism they lived with each

day. What is the poem's title?


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Appendix I

13. W.E.B. DuBois Fights Back!

__________ W.E.B. DuBois was a founding member of the oldest and largestcivil rights organization in America. What were the initials for that

organization?

14. Shattering Baseball's Color Barrier

__________ Hank Aaron wrote this glowing tribute to one of his heroes, Jackie

Robinson. Hank saw Jackie play baseball in 1948. What formerly all-white

team did Jackie play for?

15. Ending Segregation in the Armed Forces

__________ In 1948, a U.S. President signed the order to end segregation in

the armed forces? Read Bill Clinton's speech and find out which President

signed that order.

16. The Supreme Court Overturns Plessy v. Ferguson!

__________ In 1954, the Supreme Court ruled that the "separate but equal"

doctrine in Plessy was unfair. Who was the NAACP lawyer in the Brown v.Board of Education case?

17. The "Mother" of the Civil Rights Movement

__________ Here's a photo gallery about Rosa Parks. Click on several of the

photos to enlarge them. Name one other famous civil rights figure that appears

in a photo with Rosa.

18. Time Magazine Honors Dr. King

__________ Time magazine chose Dr. King as one of the 20th century's most

important leaders. How many times did Dr. King appear on the cover of Time

magazine? (Scroll down)


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Appendix I

19. Montgomery Bus Boycott Victory!__________ Women civil rights workers played a key role in organizing the

Montgomery Bus Boycott. Here's one of the flyers they helped to write. When

was it published?

20. Students Sit down for Freedom!

__________ Here's a civil rights timeline. On February 1, 1960, an important protest

against segregation took place. What North Carolina City was the site of these lunch

counter sit-ins?

21. Fighting Racism in the South

__________ Here's a photo gallery of the civil rights struggle in the South

(click on the words above and below to see more pictures). In which two states

were most of the photos taken?

22. Bombs, Fire hoses, and Police Dogs

__________ These photos show that the civil rights movement enduredbombings, deaths, and assaults by attack dogs and fire hoses. In what city did

the events pictured take place?

23. Birmingham Remembers...

__________ The Birmingham Civil Rights Institute is preserving memories of

those involved in the movement by recording their interviews. What is the

name for this type of history?

24. LBJ Acts on Civil Rights

__________ The Constitution empowers the President to submit proposed

legislation to Congress for consideration. President Johnson pushed for the

passage of two important civil rights laws, the Civil Rights Act of 1964, and the

_?_ of 1965.


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Appendix I

25. Meeting Violence with Violence!__________ Although the Civil Rights Movement taught nonviolence, a few

leaders, like Rob Williams, disagreed. What was the title of his book explaining

why violence was necessary?

26. Civil Rights & America's Reputation in the World

________ After WW II, America's communist enemies pointed to racial

problems as proof that it was not truly a nation of equals. What was the name

of the USA's decades-long conflict with communism?

27. Racism in Boston

__________ Racism was not confined to the South. In the 1970's, Boston

experienced its own struggle with segregation. What's the name given to that

period of racial turmoil?

28. In Boston Today...

________ Vigilance against a return to segregated schools continues today in

Boston. What are the initials of the program which seeks to keep racial balance

and harmony in the area?


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Appendix III

Poem

A Litany for Survival

By: Audre Lorde

Oral History Narrative

By: Rosa Parks


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Appendix IV

1. ListenAn interview is not a dialogue. The whole point is to get the narrator to tell

their story. Listen for clues and leads. Be alert and be ready to follow up.

2. Be curiousAsk the interviewee to explain things to you; define words and phrases you

are not familiar with; describe physical things.

3. Ask one question at a timeIf the interviewee hears a string of questions, she usually will only answer

the first or last one.

4. Smile and nod your headLook at the narrator and encourage her with your eyes and body. If she

thinks she is boring you, she will stop talking.

5. Silence can be goldenGive your interviewee a chance to think of what she wants to say. Keep quiet

and wait; count to yourself to ten slowly before asking another question or

repeating the question. Relax and write a few words on your note pad.

6. Do not interrupt a good storyBut, if she digresses get her back to the topic as politely as you can. You might

say, Thats very interesting, but I would like to hear more about

7. Do not challenge or contradict the narratorThe interview is not an interrogation. You are just collecting as much

information as possible that can be used.

8. Try to avoid off-the-record informationAsk her to let you record the whole thing and promise her she can edit or

have it erased later.

9. End the interview at a reasonable timeAlways ask if there is anything else she would like to talk about or go back to.

Pause before thanking her and turning the recorder off.

10. Thank the narrator and have her sign the release form


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Appendix V

Name:__________________________________

Date:___________________________________

Hour:__________________________________

List three things you should do before an interview that will help you get a good

one.

What kinds of questions should you ask? Give three examples.

List three things you shouldnt do in an interview and say why.


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Appendix VI

Name:_____________________________

Date:______________________________

Hour:______________________________

Questions to ask for biographical information

1. Where were you born?

2. Where did you grow up?

3. Where did you go to school?

4. What was school like?

5. What have some of your past jobs been?

6. Where do you work now?

7. Any other informatio

oral history rc

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