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Oral history is a way to to collect information about the past from observers and participants in that past. DOVE offers the resources in this kit to teachers and historians who want to document the history of school desegregation in Virginia by interviewing those who lived it. If you use this kit's process and forms, the histories you collect may be added to the historic record through the online DOVE Collection of oral histories.

If your students will conduct the interviews, lead them through mock sessions so they can practice completing required forms, using the recording equipment, and asking open-ended questions. Show them how to pose follow-up questions that help the storyteller offer details.

1. Gather background information
   • Learn about school desegregation in Virginia and in your local area.
   • Learn about the people you will interview.
2. Formulate questions
   • Use open-ended questions that begin "why, how, where, what kind of" -- avoid yes/no answers.
   • Avoid leading or prejudicial questions.
   • Sample questions are available on the "Cue Card for Facilitator" form [link]
   • Practice asking the questions. Plan for possible follow-up questions that will help the storyteller tell a more complete story.
3. Plan interview
   • Contact storyteller. Ask permission to conduct the interview and explain its purpose. Agree on location and time.
   • Send confirmation letter with Intake Form and Release Form.
   • Make sure you have the appropriate recording equipment (see Equipment tab) and that it is in working order. It is best to use two means of recording with audio and/or video. This ensures that at least one recording will be complete and audible.

Qualities of a good interviewer include empathy, flexibility, respect, and objectivity. Careful listening is critical.

"In order to handle the problem of interview bias, you must explore your own assumptions, values, and attitudes. An interview does not call for an impossible neutrality. It does demand special self-awareness and self-discipline."Ìý(UNC Southern Oral History Program,Ìý, page 6)

Before Recording

1. Put the storyteller at ease by ensuring him or her that there are no "wrong" responses.
2. Remind the storyteller of the purpose of the interview and the procedure you will follow.
3. Assist the storyteller with completing the Intake Form if they haven't already done so. Be sure both storyteller and facilitator sign the Release Form.
4. Make an effort to minimize all extraneous noise and distractions.

Recording

1. Once the recorder is running, read the introduction statement on the Cue Card so that the recording includes the context for the interview -- mentioning DOVE, the date and place of the interview, and your name as facilitator.
2. During the interview, focus only on the storyteller.
3. State your questions as directly as possible.
4. Don't let periods of silence fluster you.
5. Avoid interrupting the storyteller. Rather, jot down a quick note that will remind you to ask follow-up questions at an opportune moment.
6. You may need to stimulate the storyteller's memory or supply key facts or dates learned from your background research.
7. Be respectful of the interviewee. Use body language [rather than verbal cues] to show you are interested in what he or she has to say. Remember, the interviewee is giving you the gift of his or her memories and experiences.
8. At the end of the interview, thank the storyteller for sharing his or her experiences.

(adapted from 10 Tips for InterviewersÌý)

1. Send a thank-you to the storyteller.
2. Transcribe audio if possible, typing the exact words of the interview into a document.
3. Make a copy of the recording, transcription, and Intake and Release forms.
4. Send audio/video file, transcription, audio file, original Intake Form, and original Release Form/Deed of Gift to:

Jessica Ritchie
Head, Special Collections & University Archives
С»ÆƬÊÓƵ Libraries
4427 Hampton Blvd.Norfolk, VA 23529

At the same time, send an email toÌýjhritchi@odu.eduÌýwith a CC toÌýdove.virginia@gmail.com, to let us know the materials are on the way.

It is always a good idea to have an experienced technician available to record the interview. Using two means of recording with audio and/or video will ensure that at least one recording will be complete and audible. Be sure to test the interview equipment long before the interview, so that any adjustments can be made.

Make sure you have fresh, extra batteries or a place to plug in equipment.

Good sound is essential to a good listening experience and a good transcription. Minimize extraneous sounds during the interview. A good external mic can greatly improve sound quality.

Audio interviews:

• Use a digital audio recorder with external microphone if possible
• Acceptable file formats: wav, mp3, acc

Video interviews:

• Use a digital video camera if possible
• Acceptable file formats: avi, mp4, mov

• Virginia Standards of Learning (SOL):ÌýÌý... "comprises the history and social science content that teachers in Virginia are expected to teach and students are expected to learn."
  • Ìý- A guide for teachers developed by Denise Trombino, С»ÆƬÊÓƵ, in 2008.

• Ìý... "a set of high-quality academic standards in mathematics and English language arts/literacy (ELA).... Forty-two states, the District of Columbia, four territories, and the Department of Defense Education Activity (DoDEA) have voluntarily adopted and are moving forward with the Common Core."

• :ÌýÌý... based on the Common Core, this Framework provides states with voluntary guidance for upgrading existing social studies standards.

• Ìý(NEA). Lesson plans, activities, background information and other curriculum resources

• . Dedicated to reducing prejudice, improving intergroup relations and supporting equitable school experiences for our nation's children. They provide free educational materials to teachers and other school practitioners in the U.S. and Canada.
  • ÌýThe story of Ruby Bridges, with New Orleans as a case study. Presents highlights from a study (Reece and O'Connell) that shows how the history of slavery shapes present-day patterns of school segregation. Offers a student activity.
  • . A literacy-based curriculum that marries anti-bias social justice content with the rigor of the Common Core State Standards.

• . An innovative resource for teachers, administrators, librarians, archivists, and museum educators. It offers sampleÌýÌýand informativeÌýÌýbased on a newÌýto teaching in the archives.

• . Offers classroom materials and professional development to help teachers effectively use primary sources from the Library's vast digital collections in their teaching. Find Library of Congress lesson plans and more that meet Common Core standards, state content standards, and the standards of national organizations.
  • Documenting the American South.Ìý. Highlights the rich educational resources available throughÌýDocSouth.

• Ìý(National History Education Clearinghouse). Designed to help K-12 history teachers access resources and materials to improve U.S. history education in the classroom.
  • .
  • . View contemporary coverage of the Civil Rights Movement from two Roanoke, VA televisionÌýstations.

• . Provides teachers and parents with the tools to create schools where students learn to read, write and change the world. Includes section onÌý.

• . Provides handouts, news, and resources for teaching about the role of everyday people in the Civil Rights Movement. Section onÌý.

• Ìýof School Desegregation in Virginia (DOVE)

• Ìýof School Desegregation in Norfolk, Virginia (С»ÆƬÊÓƵ's School Desegregation in Norfolk, Virginia digital collection)

• This American Life: The Problem We All Live With,ÌýÌýandÌý. In this radio show/podcast, New York Times Magazine Reporter Nikole Hannah-Jones makes the case that only one kind of school reform has worked to close the achievement gap between white and non-white students - school integration.

• Ìý(DOVE project)

ARTICLES

• Manfra, M.M. (2009). Authentic intellectual work on school desegregation: The digital history of massive resistance in Norfolk, Virginia. Social Education, 73(3), 131-135. (.)