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Olds in the Twentieth Century
Often, people think the study of history means studying governments, battles, and national leaders. These are important history topics, but historians learn much about history by studying the lives of everyday people as well. Social history is the history of the everyday experiences and beliefs of ordinary people. Social historians look at teachers, store clerks, factory workers, police officers, the unemployed, children, computer programmers -- all kinds of people you might meet in your own life. The number of social history topics is huge because social history looks at every aspect of day-to-day life -- family life, recreation, work, social life, religious beliefs, and more. Most social historians study one group of people (such as Japanese Canadians), one particular area (such as the Prairies), or a specific topic within social history (such as family life). Oral History is a term used by researchers who venture out with audiovisual recorders and interview people, creating a documentary of the conversation. Oral histories by themselves are generally considered to be inaccurate if the goal is to seek "facts and information". However this approach brings something of greater value, often overlooked in official and institutional accounts of historic events. It provides an opportunity for students to glimpse every day life in a different time and to view a different lifestyle for which written evidence is often scarce. Oral history is spoken history, subject to all the biases and whims inherent in human recall. It, however is not all that different from other historical sources (diaries, correspondence, official documents, newspapers, photographs, etc.) which may at times present an equally distorted view. Oral history data must be subjected to the same tests of evidence as other sources, examined along with other contemporary sources for verification and authentication. Archives usually hold a wide range of textual and documentary material; newspaper on microfilm. historic photographs, municipal government records, organizational documents (service clubs and associations and other local institutions, personal papers such as letters, diaries and manuscripts, community directories, and county records and maps. Public libraries and museums often serve as archives. Preliminary Contact: In making the initial contact with a prospective interviewee be certain to make a clear presentation of the purpose and nature of the interview. You need not give lengthy explanations but you should inform the interviewee of the time investment involved, of the general areas to be covered, how the interview will be conducted and what will be done with the tape/transcript, and how it will be used and for what purposes. Pre-Interview Preparation: The interviewer should have a sound general background in the subject or topics to be explored. If the interview is to focus, for example, on the career of a retired attorney, fireman, teacher, or physician, during the 1930's, and the changes in those fields since that period, the interviewer should do enough background reading and research to have some notion of the major trends and highlights in each field. Without any background the interviewer cannot ask the types of questions that will elicit the most pertinent information possessed by the interviewee. Sufficient preparation spells the difference between a valuable and a poor interview. Consult written histories, journal articles, autobiographies, diaries, scrapbooks, newspapers, trade journals, family histories, relatives and friends during this preparatory phase of the work. Also familiarize yourselves with the recording equipment. Tape a practice interview and replay the recording. The Question Outline: Once you have determined the focus of your interview (whether it is recollections of family history, or confined to a specific topic) you can begin to sketch out a question outline, comprised of the biographical and subject information you wish to formulate into questions. Under each broad topical area you will begin to think up more and more detailed questions. This working outline will give you confidence during the interview and will keep the interview moving in the direction you want to go. The outline is not inflexible; new topics introduced by the interviewee should be incorporated if they are of significance. You can use the outline to inform the interviewee in advance of what general areas you want to cover. Often a copy of the outline given a week or so in advance of the actual interview will stimulate an interviewee's memories. Also indicate that any other related topics which s/he can think of will be useful for the interview. Telephone Contact: Set-up arrangements should include a location in a quiet place where there won't be interruptions. The interviewee's home-- familiar territory--usually enhances the session. Arrange a date and time and telephone the day before to remind the person of the session. The Interview Session: Allow two hours for each session and no more than 90 minutes for the actual taped portion of the session. What to Bring: Remember to take along: paper and pens; extra cassette tapes; batteries; an extension cord; question outline and necessary research materials. Breaking the Ice: When you arrive and are setting up recording equipment, chat informally to establish rapport, but move as quickly as possible to the interview itself without beginning abruptly. Breaking the ice is an essential phase of an interview. Basic Interviewing Techniques:
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