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What are current issues about New Mexico's water?
How does water help define a sense of place?
In this activity, students conduct oral histories about water issues 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 record their findings on a school website or create a class oral history journal. |
Content Standard 1: Benchmark A, D (9-12)
Content Standard 2: Benchmark A, B, C, D, E, F (9-12)
Content Standard 3: Benchmark D (9-12)
Content Standard 4: Benchmark A (9-12)
Strand III, Content Standard 1: Benchmark A (9-12)
Content Standard 1: Benchmark A, C, D (9-12)
Content Standard 2: Benchmark A, B, C (9-12)
Content Standard 1: Benchmark Dance A; Music A; Theater A; Visual Arts A (9-12)
Content Standard 2: Benchmark Music A; Theatre A (9-12)
Content Standard 3: Benchmark Theatre A, Visual Arts A (9-12)
Content Standard 4: Benchmark Visual Arts A (9-12)
Content Standard 6: Benchmark Visual Arts A, B (9-12)
Students will:
- Conduct oral histories and interview community members to analyze the role of water in their community and in New Mexico today.
- Analyze perspectives on water in their community by conducting and analyzing oral history interviews
- Evaluate the changes in the meaning, use, distribution, and importance of water resources in their community by conducting oral history interviews.
Tape recorder (optional)
Cassette tapes (optional)
- Discuss with students: What is oral history? How does it differ from other types of history? How do we go about conducting oral histories and why is it important? Consult the following resources before engaging in any oral history project: Oral history and The oral history project: Bridging the gap between history and history-makers (pdf).
- Have students read the following to prepare: Using oral history student lesson: Guidelines for oral history interviews.
- Ask students which current topics or issues they would like to explore about water. Is there one essential question that is the basis for all our questions?
- Brainstorm speakers who could address those topics or questions. Consider interviewing individuals with different perspectives on water in their community. Introduce historical perspectives of elders from 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 or angler.
Consider consulting with 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, Lions, or other group.); traditional artists, craftspeople, dancers, or storytellers.
- Help students contact potential interviewees. Explain to the interviewee that your class is studying water issues in their community and New Mexico and is exploring essential questions.
- Have students view segments of the video Project Crossroads: The River Project, Interviews along the Rio Grande and its Tributaries to get an idea of what questions to ask and which topics to focus on.
- Have pairs of students generate questions and practice for the interview. Their questions may differ based on the interviewee. Discuss the difference between open-ended and closed-ended questions. Help students sequence the questions in a logical order.
- Select a time and location. Have materials ready.
- Conduct the interview.
- Discuss as a class what they learned from the interviews. How did the interviews compare in terms of content? What were the similarities? What were the differences?
- What did they learn about the role of water issues in the social and political development of their community and in their state?
- What perspectives emerged about water-related concerns as a result of the interviews?
- What were they able to discern about the interviewees' influence on planning for past and present water use in their community?
- What did they learn from the interview process about the availability of and access to water as a resource?
- What do you still want to know about current water issues in New Mexico and in your community?
- Can you 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 would you say about water issues in New Mexico now? To find out more, have students explore topics online, at the library, or from some other source. Have students record what they learn.
- Have the students write a thank you letter to the interviewees, including what they learned or enjoyed about the interview.
- Compile a class oral history journal and publish transcripts from interviews. This may include a photograph of the interviewee (with permission) and other information, illustrations, or brochures relevant to the topic addressed. Place the finished publications or presentations on the school website and in the school or public library. Any audio or video tapes may also be housed in the local library.
- Have students summarize or analyze perspectives and issues on water presented.
- Have students share their book with classmates, families, community members, and any appropriate community or state agency representatives.
- 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 relevant to the topic.
- How well were students able to analyze the role of water in their community and in New Mexico today by conducting oral history interviews of community members?
- How effectively did students analyze different perspectives on water in their community through information they gained during the oral history interviews?
- How successful were students in evaluating the changes in the meaning, use, distribution, and importance of water resources in their community as a result of the oral history interviews?
- 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 the people the students met and the lessons they learned about current water issues through the interview process. Perform the play for the community.
Project Crossroads: The River Project, A Seventh Grade Interdisciplinary Curriculum
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