CLASS UPDATES

CLASS UPDATES

ORAL HISTORY SPEECHES: Due the week of April 20 - 24. Please note: the following schedule applies UNLESS you make arrangements with me prior to April 20! No late speeches will be accepted after the fact without documented evidence of legitimate excuse*

Monday, April 20: Those who spoke Wednesday in the first round (Friday second round).

Wednesday, April 22: Those who spoke Friday in the first round. (Monday the second round)

Friday, April 24: Those who spoke Monday in the first round. (Wednesday second round)

PLEASE NOTE: YOU SHOULD COME TO CLASS NEXT WEEK WITH:

1. TWO IDENTICAL COPIES OF YOUR OUTLINE (IN THE CORRECT FORMAT,) SO YOU CAN SUBMIT ONE TO ME.

2. You should also submit a “works cited” page which lists all your sources for research.

3. YOUR INTERVIEW TAPE

4. IF YOU DO NOT HAVE AN OUTLINE, YOU WILL NOT BE PERMITTED TO GIVE YOUR SPEECH. IF YOU DO NOT SUBMIT YOUR INTERVIEW TAPE, YOUR SPEECH GRADE WILL BE SERIOUSLY REDUCED.

(ORAL HISTORY MODEL FOLLOWS OTHER OUTLINES BELOW!)

*Legitimate excuses mean serious illness requiring doctor’s care, death in the immediate nuclear family, transportation failure. In each case, I will ask for official documentation, with phone contact information (and I WILL follow up.) Also, if you fail to deliver the speech when it is due, you need to contact me within 24 hours to explain the problem. If you wait a week or two, you most likely will not be permitted to make up the speech.

* * * * * * * * *

GENERAL OUTLINE TEMPLATE AND STRUCTURE FOR SPEECH

A. INTRODUCTION

I. ATTENTION GETTER: can include:

a. why audience should care

b. why they should listen to YOU

[c. POSSIBLY ADDITIONAL SECTION – BACKGROUND]

II. THESIS STATEMENT: a statement which includes both

a. topic

b. attitude

Note: This should be the only complete sentence in your outline!

e.g , “Being a high school teacher isn’t exactly what you might have thought when you were a student.”

e.g., Student protests in France have resulted in an embarrassment to the government, and perhaps have hurt their own cause.”

III. PREVIEW : A LISTING OF THE MAIN POINTS (SEE BELOW)

a. The major points in your speech

b. These may be a list of reasons or effects

c. Or they may be a list of stages of development (of a news item)

(*transition...)

B. BODY : 2 TO 4 MAIN POINTS: EACH OF THESE POINTS IS A SIGNIFICANT IDEA, NOT SIMPLY STATISTICS OR EXAMPLES. ALSO THE MAIN POINTS SHOULD BE EXACTLY THE SAME AS THE PREVIEW ABOVE (A.III A-or d)

I. The same as the preview point “a” above

a. supported by an example

i. maybe where

ii. when

iii. what

b. supported by an example, testimony, or statistics

c. ditto

II Another main point – NOTE: examples/statistics/other details,

a. go underneath main points and are indented

b. etc

III. Third main point: remember, each Main Point should be a major idea.

C. CONCLUSION: SUMMARIZES AND REMINDS: (note, I and II may be reversed)

I. RESTATE THESIS SENTENCE

II. RESTATE PREVIEW ( i.e., REVIEW)

b. Again, these should be the same points you made twice before, above.

III. CAPPER (something to leave them with, to motivate or retain attention)

*Finally: you will want to develop (think of) transitions between the steps above. You may indicate these transitions in the margins, or as leaders to the next point.

SAMPLE OUTLINE FOR A SPEECH ABOUT YOUR MAJOR – CAREER INTERVIEW.

A. INTRO:

I. a. MY CAREER INTERVIEW INVOLVED A SERIES OF SURPRISES – NOT ALL OF THEM PLEASANT.

b. (Background) LAST WEEK

i. SPOKE WITH MR. MANGERY

ii. CHEM TEACHER AT STROUDSBURG

III. I GAINED SOME PRACTICAL INSIGHTS INTO THE FIELD, AND LEARNED HOW TO INTERVIEW BETTER (Complete sentence)

IV. THREE THINGS STOOD OUT – TWO ABOUT JOB

a. OPPORTUNITIES FOR DUAL CERTIFICATION

b. PROBLEMS WITH STUDENT RESISTANCE

c. DON’T START OUT WITH ASSUMPTIONS…BE OPEN TO NEW IDEAS

B. WHAT I LEARNED

I DUAL CERT FOR SCIENCE TEACHERS

a NEED MINIMUM MAJOR AND MINOR ANYWAY

i. EXAMPLE

b. TWO MAJORS QUALIFY YOU FOR MORE JOBS – BETTER PAY

II YOU EXPECT THE KIDS TO RESPOND TO YOU? FAT CHANCE-

a. SUSPICIOUS…SURE CAN’T DO SCIENCE

i. EXAMPLE

b. SOMETIMES AGGRAVATING, UNPLEASANT KID

i. EXAMPLE

c. MAKE LAB EXPERIMENTS PRACTICAL

j. EXAMPLE

d. ONLY THEN CAN YOU GET THEM OVER THEIR ATTITUDES

III INTERVIEW TECHNIQUES

a. I WENT IN ASSUMING I’D GET ANSWERS TO 20 QS

b. FIRST ANSWER LED TO TOTALLY NEW AREA

i. EXAMPLE

c. SETTING AGENDA NECESSARY BUT MUST BE FLEXIBLE

i. EXAMPLE

C. CONCLUSION

I. SO I GAINED SOME PRACTICAL INSIGHTS INTO THE FIELD, AND LEARNED HOW TO INTERVIEW

II. THREE THINGS STOOD OUT

a. OPPORTUNITIES FOR DUAL CERTIFICATION

b. PROBLEMS WITH STUDENT RESISTANCE

c. DON’T START OUT WITH ASSUMPTIONS…BE OPEN TO NEW IDEAS

III. NOT A JOB FOR THOSE WHO JUST LIKE CHEMISTRY – OR KIDS – NEED BOTH

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Monday, April 20: Those who spoke Wednesday in the first round (Friday second round).

Wednesday, April 22: Those who spoke Friday in the first round. (Monday the second round)

Friday, April 24: Those who spoke Monday in the first round. (Wednesday second round)

PLEASE NOTE: YOU SHOULD COME TO CLASS NEXT WEEK WITH:

5. TWO IDENTICAL COPIES OF YOUR OUTLINE (IN THE CORRECT FORMAT,) SO YOU CAN SUBMIT ONE TO ME.

6. You should also submit a “works cited” page which lists all your sources for research.

7. YOUR INTERVIEW TAPE

8. IF YOU DO NOT HAVE AN OUTLINE, YOU WILL NOT BE PERMITTED TO GIVE YOUR SPEECH. IF YOU DO NOT SUBMIT YOUR INTERVIEW TAPE, YOUR SPEECH GRADE WILL BE SERIOUSLY REDUCED.

ORAL HISTORY MODEL FROM WEDNESDAY’S CLASS

First, do your research (and maybe follow-up research after the speech):

Creating a “Current Events News Journal” of the Great Depression

http://www.ala.org/ala/mgrps/divs/aasl/aaslissues/aasladvocacy/AQ_08ALA_PosterBack.pdf

Time line

http://www.huppi.com/kangaroo/Timeline.htm

several historical essays

http://ingrimayne.com/econ/EconomicCatastrophe/GreatDepression.html

http://www.fsmitha.com/h2/ch15wd.html

photo essay

http://www.english.illinois.edu/MAPS/depression/photoessay.htm

Oral Histories

http://www.pnwlocalnews.com/sanjuans/jsj/lifestyle/42337097.html

http://homepages.rootsweb.ancestry.com/~duncanrw/Sep99-BonnyBlue.htm

Boarding House (more Oral Histories)

http://www.nytimes.com/2009/04/02/garden/02depression.html?partner=rss&emc=rss&pagewanted=all

Women and Blacks

http://ezinearticles.com/?The-Invisible-Women-of-the-Great-Depression&id=1888970

Paper boys

http://www.uh.edu/engines/epi2382.htm

http://www.ohara.com/osi/memories/memories_fr.htm (also an Oral History)

“My earnings—five cents from the 18 cents' weekly subscription price—was important income to a Depression-era boy. From the age of 12, I used it to buy my own clothes and, every once in a while, a treat. But since a chocolate bar cost five cents in those days, I always thought long and hard about the six days it took to earn five cents and the short seconds it took for the treat to disappear.”

HAVING READ ALL OF THE ABOVE, I CONDUCT MY INTERVIEW.

THEN, I PUT TOGETHER SOME PARTICULARLY INTERESTING PART OF THE INTERVIEW TO MAKE A STORY: WHAT THE BOARDING HOUSE WAS LIKE.

STRUCTURE (NOTE: NOT YET IN PROPER OUTLINE FORMAT!:

A. INTRODUCTION:

I. FRAME – GREAT DEPRESSION – WHAT WE KNOW FROM HISTORY IS INCOMPLETE

II. THESIS – SPOKE WITH COUSIN ABOUT FIRST HAND EXPERIENCE

III. PREVIEW:

a. WILL GIVE SOME GENERAL BACKGROUND

b. OVER VIEW OF HER MEMORIES

c. STORY OF THE BOARDING HOUSE (WHAT IT MEANT TO HER)

d. AFTER THE DEPRESSION – AND COMPARE HER CHILDREN’S EXPECTATIONS – COLLEGE FOR ALL!

B. BODY:

I. GENERAL BACKGROUND

a. OCTOBER 24, 1929 – WWII (1941) – 1933 WORST DEPTH

b. UNEMPLOYMENT:

a. MEN 1 IN 4

b. WOMEN GENERALLY UNEMPLOYED BEFORE – NO SUPPORT

c. CHILDREN – CREATION OF “PAPERBOY”

i. GIRLS HELPED AROUND HOUSE

c. DAILY LIFE EXPERIENCES

a. BREADLINE

b. MAKE DO – REPAIR – REUSE

TRANSITION – MY COUSIN’S EXPERIENCE PROBABLY TYPICAL

II. OVER VIEW OF HER MEMORIES

a. DAD UNEMPLOYED

i. NOT MUCH TO EAT – POTATOES, BREAD AND DRIPPINGS FOR KIDS

ii. CLOTHES HAND-ME-DOWNS

b. KIDS HELPED -

i. BROTHERS PAPERBOYS

ii. GIRLS NOT ALLOWED TO WORK – HELPED MOTHER COOK, CLEAN

iii. PLANTED GARDEN

TRANSITION – HAD TWO BEDROOMS, LIVING ROOM, DINING ROOM, KITCHEN (BATH IN KITCHEN – OUTHOUSE!) SO….

III. STORY OF THE BOARDING HOUSE

a. RENTED ONE BEDROOMS, LIVING ROOM – 4 MEN PER ROOM, THREE SHIFTS!!! (24 MEN)

b. FAMILY SLEPT IN ONE ROOM – TWO BEDS

i. AT PUBERTY: COT BETWEEN BEDS

c. SHIFTS MEANT HELPING MOM GET BREAKFAST AT ALL HOURS – PACK LUNCHES – BIG MEAL

i. EVERYONE CHIPPED IN – GARDEN – MIILKMAN

ii. HELP SELF - BOARDING HOUSE REACH

d. REMEMBERS MOST THE DISHES – AND NEVER HAVING A MOMENT ALONE

TRANSITION – WAR MEANT BROTHERS OFF TO ARMY – HOUSE SEEMED EMPTY TILL THEY BROUGHT BACK BRIDES!

IV AFTER THE WAR

a. BROTHERS GI BILL –EDUCATION - STILL LIVED AT HOME – NOW A FARM -

b. SISTERS AND IN-LAWS WORKED ON FARM TILL MARRIAGE

c. EDUCATION MEANT BEGINNING OF A DIFFERENT WAY OF LIFE

NOW HER CHILDREN AND GRANDCHILDREN – BOYS AND GIRLS – COLLEGE/CAREERS

C. CONCLUSION

I. REVIEW: SO, WILL GIVE SOME GENERAL BACKGROUND

a. OVER VIEW OF HER MEMORIES

b. STORY OF THE BOARDING HOUSE (WHAT IT MEANT TO HER)

c. AFTER THE DEPRESSION – AND COMPARE HER CHILDREN’S EXPECTATIONS – COLLEGE FOR ALL!

II. MY COUSIN REMEMBERS HOW GRINDING IT WAS -

III. WORRIES ABOUT TODAY’S ECONOMY – BUT FEELS HER KIDS BETTER PREPARED TO FACE IT