fsm training toolkit rbr copy.docx - uc berkeley history...

Oral History Toolkit

OVERVIEW

This toolkit will help teachers and students as they work together to learn the basics of oral history and conduct interviews with community members and participants in historical events.

What is an oral history?

Oral history interviewing is a form of research. It typically consists of a recorded conversation between two people: 1) the “interviewer” who asks the questions and 2) the “interviewee” who answers the questions.

Professional oral history interviews can run from about 1 hour to as long as 40 hours in length. A typical student interview, focused on a single aspect of a person’s life (such as education, job, historical event, or time specific period), might last one to two-hours. Students will likely focus on a fairly well-defined part of the interviewee’s life, for example, an individual’s participation in the Free Speech Movements at UC Berkeley or their work on a particular political campaign.

How is oral history useful?

Oral histories give interviewees an opportunity to talk about their lives and their experiences, to offer their opinions and ideas, and to provide first-person accounts of historical events and eras. The interview provides students with evidence to augment that which is studied through archived materials or in textbooks and to think about and participate in the compilation of the historical record.

What is not a good use for oral history?

Oral history is not well suited for the collection of facts (exact numbers, names, dates, addresses, etc.). Rather, oral history is best suited for individuals to narrate (tell stories) about their lives and share what is meaningful about those stories.

Created by the UC Berkeley History-Social Science Project in collaboration with the Oral History Center at The Bancroft Library, UC Berkeley. Made possible through a grant from the Chancellor’s Community Partnership Fund. 1


BEFORE THE INTERVIEW

How do you decide who to interview?

An easier question might be, “Who should you not interview?” because nearly everyone has a few good stories to tell.

● Who to avoid: Oral historians often interview elderly people, and while many people in their 80s or even 90s are perfectly good interviewees, some elderly people may have more difficulty remembering the past. With this in mind, teachers and students should think about using oral history to recover stories from the 1970s onward.

● What to look for in an interviewee: Look for “experts.” But think of these experts very broadly -- an expert on the history of the Bay Bridge might be someone who worked on the bridge for her entire career or who drove across the bridge to work for 10 years; an expert on the Free Speech Movement might be a student who participated in the movement or a faculty member who observed the movement as part of his or her daily activities on campus. The key is to interview a person about a topic for which they have some expertise -- or a well-developed opinion because they witnessed or participated in an event.

How should you approach a potential interviewee?

● Always remember that the interviewee is donating his/her time to you and your project -- be gracious, patient, and clear about your goals.

● When first contacting a potential interviewee, it is important to let that person know what you are expecting:

How much time will be required of the interviewee? What topics you are interested in learning more about? Be sure to ask

what they are most interested in discussing. Let the interviewee know how you intend to use/share the interview --

school project, class website, etc. Let them know that the interview will be recorded and, unless the

interviewee objects, the recording (or excerpts from the recording) may be made available to the public.

Let the interviewee know that you can provide him/her with copies of the interview, if requested.

An interviewee is what social scientists call a “human research subject,” and as such you must obtain the “informed consent” of your interviewee. For student-run



oral history interviews, formal paperwork is not typically required, but it is still a good idea to go through these steps:

1. Tell the interviewee why you want to interview him/her, what kinds of questions you will ask, and what will happen to the interview once it is completed.

2. Let the interviewee know that he/she can drop-out of the project at any point, if they wish.

3. Ask the interviewee, on tape, if he/she consents to be interviewed and that the interview be recorded.

4. Follow-through: Make sure that you do everything that you tell the interviewee you will – arrive on time, share the recording, send a copy of the final project, etc.

Note: A consent form is included in this toolkit (p. 15).

What should you do to prepare for the day of the interview?

● Create a timeline of the general historical period you plan to talk about and add in any information you know about your interviewee.

● Think about why this person is important to talk to you and what you want to learn from them.

● Prepare an interview outline, which should include the themes that you wish to discuss and perhaps a few specific questions.

● If you are working in groups, assign clear roles and tasks and practice your specific roles. Discuss what worked and what you would like to improve.

● Check your equipment. Practice before the interview day to make sure that everything is in working order.

● Collect your notes and prep materials and print out any paperwork (including the interviewer agreement) that you might need, and obtain any necessary signatures.

● Make sure that you plan your travel so that you arrive on time (print out maps and bus schedules if needed) and allow for necessary time upon arrival to check your equipment, engage in small talk with your interviewee, and make sure that everyone is comfortable before the official interview starts.



DURING THE INTERVIEW

What should you do during the interview?

The short answer: Have an interesting conversation that is captured on an audio or video recording.

The longer answer: Make sure that the main topics have been covered adequately and that the interviewee feels that he/she has been asked relevant questions and given the opportunity to answer them fully.

Nuts and Bolts: Make sure the interviewee signs the consent form. This allows the interviewer to

use the interview as they wish. (An example form is included in this toolkit. Many others are available online.)

If you are conducting an audio-only interview, be sure to take a photograph of the interviewee and, even, the interviewer and interviewee.

What are the potential difficulties to watch out for?

Be on the lookout for confusion during the interview. Especially with older interviewees, it is usually best to keep questions simple and brief. The longer the question, the more confusing it can become.

You want specific, not general, answers. When asked what life was like during World War II, it is typical for an interviewee to say that life was hard, but “everyone bonded together in order to win the good war.” When asked about the 1950s, people will often talk about how “life returned to normal” after the war and people focused on having children and raising a family. While these answers may be accurate, they only tell part of the story. It is often necessary to ask follow-up questions, present alternative opinions and ask the interviewee to comment on those ideas, and to ask about their personal experience. You might also ask about a typical day as a way to get at these specifics.

Sometimes the interview will not go as planned. An interviewee might not answer questions completely or respond only with short answers. They might get offended by your questions. There might be a loud noise outside or someone else in the room distracting the interviewee. You might discover that it is impossible to discuss all of your topics during the scheduled time. The point is to remember that while it is good to be prepared it is also important to expect the unexpected.

AFTER THE INTERVIEW



What should happen immediately after every interview?

First and foremost, secure what you have recorded. If you recorded the interview on digital audio, upload the audio to a computer and back it up. Video can be uploaded to Google Docs and shared.

Follow-up with the interviewee. Thank the interviewee for his/her time. Ask if they have any questions about the process, and share any potential follow-up questions.

Once you have saved the recording, listen to the interview. Some interviewers transcribe the entire interview; although this is a time-consuming process, it is one of the best ways to preserve the interview and to make it accessible to a broader audience. If you are not transcribing the interview, make an outline of the interview by noting different topics discussed and where (at what time stop) in the interview those topics come up. Both of these practices will make the interview easier to use later. Finally, decide what parts to excerpt (through transcription or audio/video editing) for your final project.

What should happen in the weeks after the interview?

Confirm that you have completed all of the necessary paperwork. Confirm that you have delivered everything promised to the interviewee

(copies of signed forms, copies of interview audio recordings or transcripts, etc.).

If the interviews were of high quality -- the audio was good and the content was interesting -- look into the possibility of donating the interview to an archive that preserves similar material.

If you do not plan on transcribing the entire interview, edit a portion of the audio/video (usually no longer than 5 minutes) and upload it to an audio streaming service (such as Soundcloud) or a video outlet like Youtube.



SIGNIFICANT EVENTSClassroom Practice

Directions: List the general topics from the historical period. Then identify key events or sub-topics. Write a complete sentence that sums ups what you think is most important to remember about each topic.

Significant Events from the Historical PeriodTopics Key Events/Sub-Topic Summary Statement

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Interviewee’s Life: What do you know about your interviewee’s life in general and with regard to this historical period?

Key Events Connection to Topics●

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What issue/event are you most interested in asking your interviewee about?



Asking Good Questions

What are good questions to ask?

Oral history interviews are unique in that they are open-ended. Professional interviewers do not typically prepare a set of questions to ask. It is helpful for student interviewers to brainstorm questions in advance. Be ready to improvise and ask questions that extend from the stories your interviewee shares.

Here are some general guidelines for what often works (and what doesn’t):

● Brief but open-ended questions. Questions that require more than a "yes" or "no" answer. Start with "why," "how," "where," "what kind of . . . .” Instead of "Was Henry Miller a good boss?" ask "What did Henry Miller’s employees think of him as a boss?"

● One question at a time. Sometimes interviewers ask a series of questions all at once. The interviewee will probably answer only the first or last one asked.

● It is often hard for an interviewee to describe people. An easy way to begin is to ask him/her to describe a person's appearance. From there, the interviewee is more likely to move into describing their personality.

● Don't interrupt a good story because you have thought of a question, or because your interviewee is straying from the planned outline. Wait, and then ask your next question.

● As you listen to your interviewee’s responses, jot down new questions.

Sentence Starters: Tell me about . . . What is your memory of . . . This is what I have learned about . . . What do you think?

Reminder: Your goal is to ask questions that allow you to have an engaged conversation with your interviewee.

Learn more about good questioning techniques: http://bancroft.berkeley.edu/ROHO/resources/rohotips.html http://library.ucsc.edu/reg-hist/oral-history-primer http://dohistory.org/on_your_own/toolkit/oralHistory.html#GUIDELINES

Interview Outline and QuestionsClassroom Practice



Directions: You have identified significant topics and event and completed basic research on your interviewee’s life. Now, it is time to prepare for your actual interview.

Frame the Interview: Review your notes from the Significant Events worksheet and your notes from class. What are 4-5 potential events, incidents, topics you want to make sure to ask your interviewee about?

Events/Topics Questions● ● ● ●

● ● ● ●

Order the Interview:How do you want to order the interview? (early childhood/family, life as a student, work life, etc.)

Events/Themes Questions1. 2. 3. 4.

1. 2. 3. 4.

Test a Hypothesis:Create one question that tests out what you know on your interviewee.

I have learned ______________________________________________________ about

_____________________________________________. What do you think?

Preparing for the InterviewClassroom Practice

I. Interview Practice – Low Stress Topics



1. Brainstorm – Select one of the practice interview topics (see opposite side).2. Draft Questions - Select three questions to ask your partner.3. Role Play - Ask your partner about the topic. Refer to your questions as

necessary, but listen to the answers and ask questions based on the responses you hear. (Switch roles.)

4. Debrief – Which questions worked best? Why? What do you wish you had asked? What would have made your questions better? What else did you learn from the role play that will help with the oral history interview?

II. Assign Group Roles – Oral History Prep

Interviewer: On the day of the interview, this person will ask the questions.

Notetaker: Take notes during the interview, and draft follow up questions to ask after the interviewer completes his/her questions.

Recorder: Make sure the equipment is working well and take responsibility for recording the interview. During the interview, take notes on the order of topics, noting time stops, if possible. After the interview, work with the instructor to save and upload the recording for future use.

III. Dress Rehearsal – Oral History Prep

1. Question Review – Reread the topics and questions you have prepared for your interview.

2. Revise Questions – Based on your interview practice, make changes to the topics and questions you drafted earlier.

3. Role Play – Assign one student the role of the interviewee and practice asking the drafted questions. Allow time for each group member to practice their role.

4. Debrief – What did each person do? How can they improve what they did to make sure the interview is successful? What do you each need to be sure to remember for the interview day?

Practice Interview Topics

Directions: Use the topics, and suggested questions, below to practice interviewing a classmate. The provided questions are to give you an idea for different topics for questions, but feel free to ask the questions you are interested in and that make sense based on the responses you hear from your classmate.



Family

Tell me about your favorite family traditions. How does your family celebrate (birthdays, the new year, etc.)? Tell me about how your family came to live in this area.

Education

What is your memory of elementary school? Describe a typical school day. Why do you think education is important?

Leadership

Describe a time you had to step out of your comfort zone because you thought it was right.

Tell me about a time that you felt like a leader. When have you stood up for something even though other people didn’t

agree with you?



Interview Agenda (1 hour)

10 minutes Greet and Introduce Yourself

Take a few minutes to introduce group members and get to know the interviewee.

5 minutes Sign Consent Form/Check Recorder

Pause to have the interviewee sign the consent form and to double check your equipment. Ask the interviewee to say their name and the date.

40 minutes Interview

Map out the order of questions you would like to ask.

● ● ● ●

5 minutes Thank You and Photo

Thank the interviewee and let them know that one the recording is uploaded to the web you will share the link with them. Take a photo of your group with the interviewee!

CLASSROOM DEBRIEF



Interview as a Research Tool:

How are interviews useful as a research tool?

What did you learn about the process of conducting an interview?

Learning from an Interviewee’s story:How did the interview add to what you already know about this historical period?

Topic 1: What does this tell you about the history of this period? (synthesis)

Topic 2:

Topic 3:

Summary Question: Based on what you have learned from the interview, [teacher insert final sentence stem that includes the historical period]?



Directions: What did you learn about the process of interviewing and the historical period explored through the interview? (3-5 sentences)

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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Requesting an Interview

Directions: Below is a script that students can copy, paste, and revise when requesting an interview with someone that they already know or who they have learned about through their research.

Dear __________________,

I am a student at ______________________________. Recently, in my _________________ class, we have studied _____________ _______________________. We have been asked to interview someone who was alive during that time, and who may have witnessed or, even, participated in some of those activities. This will get of a more in depth sense of the time period. I would be most interested in asking you about your experiences/thoughts on ________________________, ________________________, and _____________________. When we complete the assignment, our class plans to ____________________________________ with excerpts from the interview.

Would you be interested in talking to me about your experiences? If you are willing, I would like to schedule time to talk with you. The actual interview would only be for 45 minutes, but I would need a little time to set up. I am available __________________________.

I look forward to hearing from you.

Best,________________________



Interviewer/Interviewee Agreement

This ORAL HISTORY AGREEMENT is made and entered into on _________________________, by and between ______________________ (host institution or “Interviewer”) and ________________________ (“Interviewee”).

Whereas, the Interviewee and Interviewer agree to participate in recorded interviews associated with the history of _______________________ and that the interviews together with be made available to the public through class assignments and the interviewee’s relationship with the UC Berkeley History-Social Science Project and/or the Regional Oral History Office. The Interviewer and the Interviewee agree to:

1. Interviewee allows the Interviewer, teacher, and advisors, the right to use the information collected for educational purposes – class assignments, websites, lesson plans, etc.

3. Interviewee acknowledges that Interviewee received no payment or other compensation for participating in the interviews.

4. To insure against errors or misquotation, the Interviewee will have the right to review transcripts (excerpted or entire) of the recorded interview before it is incorporated into a final publicly shared format.

5. In the event that the Interviewee provides additional interviews or materials for inclusion as part of this assignment, such interviews and materials shall be governed by the terms and conditions of this Agreement. INTERVIEWEE(S):

Signature: ____________________

Date: _________________, 20____

Printed Name: _________________

Telephone(s): __________________

Email: __

INTERVIEWER:

Signature: ____________________

Date: _________________, 20____

Printed Name: _________________

Telephone(s): __________________

Email: __


fsm training toolkit rbr copy.docx - uc berkeley history...

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