Why has water been important for New Mexico?
How have people adapted to their physical environment and allocated water over time?
What stories and traditions developed as a result of people's reliance on water?
In this activity, students conduct oral histories about water in their community. Interviewing is a valuable skill that helps develop communication skills and teaches students about researching and documenting historical events in their community. Students will prepare for, conduct, document, and follow up an interview. They will create a class oral history journal and record their findings on a school website, in the school or public library, or in another community archive.
Content Standard 1: Benchmark A, D (5-8)
Content Standard 2: Benchmark C, F (5-8)
Content Standard 4: Benchmark A (5-8)
Strand I, Content Standard 1: Benchmark A (5-8)
Content Standard 1: Benchmark A, B, C (5-8)
Content Standard 2: Benchmark C (5-8)
Content Standard 1: Benchmark Theatre A, B, C (5-8)
Content Standard 3: Benchmark Visual Arts A, B (5-8)
Content Standard 5: Benchmark Theatre A, B, C (5-8)
Content Standard 6: Benchmark Visual Arts A (5-8)
Students will:
- Understand more about water in New Mexico’s past by interviewing community members.
- Describe how water has been used and controlled by various groups in their community and in New Mexico over time.
- Develop questioning, listening, and interpreting skills from the interview process.
Oral history
Using oral history student lesson: guidelines for oral history interviews
Project Crossroads: The River Project
The Oral History Project: Bridging the Gap between History and History-makers ( pdf) Tape or video recorder (optional)
Cassette tapes (optional)
- Discuss with students: What is oral history? How does it differ from other types of history? How do we conduct oral histories and why are they important? Consult the following resources as references to an oral history project: Oral history and The Oral History Project: Bridging the Gap between History and History-makers (pdf).
- Have students read the following: Using oral history student lesson: guidelines for oral history interviews.
- Ask students which topics or questions they would like to explore about water. Is there one essential question or questions that is the basis for all our questions?
- Brainstorm a list of speakers who could address those topics or questions. Consider interviewing individuals with different perspectives on water in New Mexico. Introduce historical perspectives of: elders from differing ethnic or cultural groups in the community; scientific concepts from a biologist, water engineer, or other scientist; occupational interests from a farmer, mayordomo, ditch boss, rancher, or dairy owner; or recreational aspects from a boater, angler, hunter. Consider consulting federal and state agencies or contact a county extension office; private water organization, local dowsing society, or irrigation district; historical or state museums; local, county, or state libraries; public works department, Chambers of Commerce, civic organizations (Kiwanis, Rotary, Lion's, etc.); traditional artists, craftspeople, dancers, or storytellers.
- Help students contact potential interviewees. Explain to the individual that your class is learning about water in New Mexico's past, and state the essential questions the students are researching.
- Have students work together to generate a list of questions for the interviews. Discuss the difference between open-ended and closed-ended questions. You may need a different set of questions for each interviewee, depending on his or her background. Help sequence the questions in a logical order. Have students practice asking questions.
- Select a time and location. Have your materials ready.
- Conduct the interview.
- Discuss as a class what they learned from the interviews. How were the interviews similar? How did they differ? Did the interviewees answer your questions? What do you still want to know about water in New Mexico’s past?
- Can the students identify things the interviewee said which were a) based on personal experience, b) based on data or information, and c) expressions of her opinion or point of view?
- Have students return to their essential questions. What are they able to say about the importance of water in their community and in New Mexico? To find out more, have students explore topics online, at the library, or from some other source. Have students document what they learn.
- Have the students write a thank you letter to the interviewees, including what they learned during or enjoyed about the interview.
- Compile a class oral history journal and publish transcripts from the interview. This may include a photograph of the interviewee (with permission) and other information, illustrations, or brochures relevant to the topic addressed. Present the finished publications on the school website, in the school or public library, or other community archive. Any audio or video tapes may also be housed in the local library.
- Have students share their journal with classmates, families, community members, and appropriate community and state agencies.
- Plan a local cultural event around the topic of water. The event could include stories, dance, music, photograph displays, visual art, food, or other element appropriate to your community.
- How well were students able to describe what they learned about water in their community and in New Mexico's past as a result of the interview process?
- How successful were students in describing the importance of water to various cultural groups in their community and in New Mexico over time?
- To what extent did the interview generate new questions about water in their community?
- Have students create a video or audio presentation to retell the stories or information from the interviews.
- Conduct more interviews on other topics about their community.
- Create a play dramatizing people the students met and the lessons they learned about water through the interview process. Perform the play for the community.
Project Crossroads: The River Project, A Seventh Grade Interdisciplinary Curriculum
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