Creating Lives: An Introduction to Biography

Rationale

Oral History

Too often, the historical narratives my students read are limited in their point of view. They do not give a full picture of people, time period, or place. For example, a biography of Andrew Jackson may be very different depending upon the time period in which the author is writing and their race, class, and location. We may all have our own opinions of which author gives the most accurate depiction of Jackson, but we cannot gather an essential truth from just one text. Rather than argue that there is only one correct view of a given subject, I want my students to understand, critique, and value multiple narratives as a way to come to come to a complex sense of its truth.

A metaphor that may be useful here is that of an iceberg. The iceberg above water is grand and massive, we can explore its various sides, notice different crevasses and peaks. We can also dive underneath the waters of the iceberg, investigate what lies deep beneath its surface and explore its surroundings as well. Thus all sides can tell us something new and different or simply add to what we already know about the iceberg. But if we bring a friend along they may find things we can't find and go places that we can't go and see things that we never noticed. Oral historians are much like the investigators of this iceberg; they seek to gain a full picture of their topic by incorporating various perspectives. Some of these perspectives will show different sides and different depths of thinking but they all help us create a better picture of the topic, theme, or place of study.

The nature of the field also means that there is no clear definition of oral history. Some definitions are more broad, such as Thomas L. Charlton's "remembered experience" while others are more narrow like, "recorded interviews which preserve historically significant memories for future use." ² The various definitions of oral history mirror the work and purpose of oral historians as multiple perspectives are shared. Oral history is based on memories, and memories change and shift over time. In addition, some people may simply forget facts or remember their role in an event differently from what actually happened. Thus, oral history is not a substitute for written history but rather an addition to it. It adds a personal narrative and perspective that you can't get from general data. Ideally, oral narratives will confirm, in a more personal and complex way, what the data and historical facts already say. In the classroom, this provides an opportunity for students to work with multiple texts from which they can investigate individual perspectives.

There are many important lessons that a student can gain from this unit. As Linda P. Wood shares "[Students] learn that history is assembled from these human pieces, that no one piece is any less important than any other piece, and that they have a role in making sure the pieces are not lost" (55). ³ These perspectives create a multi-layered view of history that is more rich and more truthful than any one source can share. Paul Thompson says that students who practice oral history experience the excitement and satisfaction of research and the struggles as well.

They formulate an interpretation or theory and then find exceptional facts which are difficult to explain away. They find that the people whom they interview do not fit easily into the social types presented by preliminary reading. They need facts, or people, or records which prove tantalizingly elusive. They encounter the problems of bias, contradiction, and interpretation in evidence. Above all they are brought back from the grand patterns of written history to the awkwardly individual human lives which are its basis. ⁴

Not only will this unit teach students about history, but students will learn elements of critical thinking about literature, writing, and human interaction as well. I would also add that it places students in active roles as field workers and investigators of history rather than passive consumers. My students will be asked to discover and put the "There" into Emeryville's written history through the people that lived it.

Oral history also allows us access to the history of people previously left out of the public record. Some people may not have the literary skills to write or just can't write at all, while others may not have the time; "it makes possible the preservation of the life experience of persons who do not have the literary talent or leisure to write their memoirs." ⁵ Oral history allows us to gather the perspectives of not only prominent figures but "ordinary" people as well. The inclusion of these narratives is one of the reasons why oral history is a perfect tool for this project. Emeryville was a steel mill and vice town. It was and still is filled with ordinary people that worked hard and live "ordinary" lives. However, these ordinary people have varied perspectives of their schools, community and the world. My hope is that when students interview and collect stories from the Emery Secondary community, they will understand the importance of seeing from multiple perspectives. Ultimately, I believe that this foundation will create a project that is highly engaging for my student population.