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By Glenn Whitman
Oral heritage is a wonderful strength for empowering youngsters with a love of background. yet educators at the present time may perhaps ask yourself how they may use it to encourage their scholars whereas nonetheless instructing the required curriculum and assembly criteria. In discussion with the previous Glenn Whitman addresses those matters from his personal wealthy event and that of many different lecturers and scholars. He is helping readers comprehend the heritage and method of oral historical past, publications them in growing and engaging in an oral heritage undertaking within the school room, and at once addresses the difficulty of assembly criteria. Peppered with worthwhile information, examples from scholars and lecturers, and reproducible kinds, besides a complete bibliography, this publication could be an important and inspirational software for someone operating with secondary scholars. stopover at the authors' online page
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Additional info for Dialogue with the Past: Engaging Students and Meeting Standards through Oral History
Is it only for your better students? No. Whitman reports important improvement in students at all ranges of past performance. Are there pitfalls? Yes, and Whitman tells how to avoid them, in an appealing question-and-answer format that walks teachers through the process ahead of time. Is the whole idea of oral history just pie in the sky in this era of teaching to the test? No. Whitman shows how oral history can dovetail with state-mandated social studies standards and exams. In short, Whitman not only persuades that oral history is important; he also shows how to teach students to do it, every step of the way, including a collection of valuable appendixes.
Series. 48-1992. To Debra and Grace Whitman The oral history project is a rare breed in terms of combining education with interaction to the most productive degree. Not only did it teach us about history, but it taught the larger message of respect and responsibility that comes with historical knowledge. With this project, I learned that we were historians, and that I could actually take a part in what had previously been a cold and aloof school subject. History was no longer this large and daunting entity that had nothing to do with me and which I read in a large, boring textbook; it was living and I was part of its preservation.
Financial assistance came early through two much appreciated professional development grants from the St. Andrew’s Episcopal School Parents Association. As a first-time author I was fortunate to have the guidance of Susan Walters at AltaMira Press through every revision of this book. She made the challenges associated with writing less daunting. I am deeply grateful for the immeasurable advice shared by Donald A. Ritchie, whom I first met on a flight home from the Oral History Association’s annual meeting in New Orleans in 1997, and who has been a mentor to me ever since.