Communication Lesson

TEKS Correlations

Grades 4-7

Social Studies

Grade 4: (4.20) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:
(A) identify the similarities and differences within and among selected racial, ethnic, and religious groups in Texas; (B) identify customs, celebrations, and traditions of various culture groups in Texas; and (C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas.

(4.22) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
(A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

(4.23) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(C) express ideas orally based on research and experiences.

Grade 5: (5.22) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:
(A) identify significant examples of art, music, and literature from various periods in U.S. history; and (B) explain how examples of art, music, and literature reflect the times during which they were created.

(5.23) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to:
(A) identify the similarities and differences within and among selected racial, ethnic, and religious groups in the United States; (B) describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in the United States; and (C) summarize the contributions of people of selected racial, ethnic, and religious groups to our national identity.

(5.25) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
(A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

(5.26) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(B) incorporate main and supporting ideas in verbal and written communication; (C) express ideas orally based on research and experiences.

Grade 6: (6.15) Culture. The student understands the similarities and differences within and among cultures in different societies. The student is expected to:
(A) define the concepts of culture and culture region;
(B) describe some traits that define cultures; (C) analyze the similarities and differences among selected world societies.

(6.17) Culture. The student understands relationships that exist among world cultures. The student is expected to:
(A) explain aspects that link or separate cultures and societies; (C) analyze how culture traits spread;
(D) explain why cultures borrow from each other; (E) evaluate how cultural borrowing affects world cultures; and (F) evaluate the consequences of improved communication among cultures.

(6.18) Culture. The student understands the relationship that exists between artistic, creative, and literary expressions and the societies that produce them. The student is expected to:
(A) explain the relationships that exist between societies and their architecture, art, music, and literature; (B) relate ways in which contemporary expressions of culture have been influenced by the past; (C) describe ways in which societal issues influence creative expressions; and (D) identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes.

(6.21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
(A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about selected world cultures; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

(6.22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.

Grade 7: (7.19) Culture. The student understands the concept of diversity within unity in Texas. The student is expected to:
(A) explain how the diversity of Texas is reflected in a variety of cultural activities, celebrations, and performances; (B) describe how people from selected racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the larger Texas culture.

(7.21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
(A) differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

(7.22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(B) use standard grammar, spelling, sentence structure, and punctuation; (C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and (D) create written, oral, and visual presentations of social studies information.

Language Arts

(4.1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. The student is expected to:
(A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8);

(4.4) Listening/speaking/culture. The student listens and speaks both to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:
(A) connect experiences, information, insights, and ideas with those of others through speaking and listening (4-8);
(B) compare oral traditions across regions and cultures (4-8); and (C) identify how language use such as labels and sayings reflects regions and cultures (4-8).

(4.5) Listening/speaking/audiences. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to: (B) demonstrate effective communication skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8); (D) use effective rate, volume, pitch, and tone for the audience and setting (4-8);

(4.10) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to:
(A) use his/her own knowledge and experience to comprehend (4-8);

(4.13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to:
(A) form and revise questions for investigations including questions arising from interests and units of study (4-8);
(C) use multiple sources including electronic texts, experts, and print resources to locate information relevant to research questions (4-8); (E) summarize and organize information from multiple sources by taking notes, outlining ideas, or making charts (4-8);
(F) produce research projects and reports in effective formats using visuals to support meaning, as appropriate (4-8);

(4.15) Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms. The student is expected to:
(C) write to inform such as to explain, describe, report, and narrate (4-8); (E) exhibit an identifiable voice in personal narratives and in stories (4-8);

(4.21) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to:
(A) frame questions to direct research (4-8); (C) take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (4-8);

Communication: Oral Traditions

Goal: to stimulate students to think about and appreciate oral history and their own families as repositories of this history, while acquiring interview and audiovisual skills.

Family folklore is not one set of memories and traditions to be "discovered" because it is always changing. Each generation will change or forget certain stories or traditions and add new stories and traditions. Remember, a story does not have to be old to be worth recording. When collecting family folklore, too much is better than too little. Tapes can be edited and notes thrown away, but the tradition or story that you don't record today may be forgotten or changed by tomorrow.

Objective: students will interview a family member and give a presentation incorporating tangible (support materials) as well as intangible (oral history) evidence.

Materials Needed:
- an object from the student's home (if tangible heirloom selected)
- note pad and pencil
- video recorder, tape recorder, camera (optional)

Activity Description:

Step 1: Selecting a Tangible or Intangible Heirloom:

Every family has special objects and skills which are passed down as family heirlooms.

"Tangible'' means "able to be touched" such as a physical object, a thing. The word "intangible" means "not able to be touched" such as a special skill. "Heirloom" means something special handed down from generation to generation in your family that reminds you of memories when you see it. What can these special objects and skills tell you about your family's past, the West Texas past, and the American past? Heirlooms are not always expensive or even valuable. An heirloom can be as simple as a pair of salt and pepper shakers owned by your great grandmother. When you look at these, you think of her and how her kitchen smelled and the cookies she always gave you. Examples of intangible heirlooms in a family include special skills, stories, memories, recipes, prayers, home remedies, or sayings.

For this project, your task is to pick an heirloom, find out all of the stories behind it, and bring it in to discuss. Ask your family for stories about different objects, and bring in the one with the most or best stories attached. Be sure to carry the object safely, such as in a heavily padded box, or if you have a quilt, roll it up with the pattern on the inside and carry it in one or more plastic bags.

A special note: Be SURE to ask your parents if you can take the heirloom to class, and then be extremely careful with it! You may not want to bring in a very fragile or expensive heirloom because you don't want to be responsible if something happens to it. Also, absolutely NO guns or firearms are allowed, no matter if they are new, old, loaded, unloaded, working, or not!

Tangible Heirlooms	Intangible Heirlooms
quilts religious objects jewelry photographs artwork kitchen items books toys collections letters documents pottery craft work anything else tangible that is special in your family	quilting sewing needlepoint wood carving embroidery carpentry cooking weaving spinning any kind of craft making gardening home remedies beadwork macramé special dances singing playing an instrument photography painting drawing jewelry making storytelling joke telling/ comedy story writing poetry writing magic/ card tricks sports skills any other special skills in your family

Step 2: Conducting an Interview:

Recording Information: Four Options

Option 1 - Videotaping
Making a video of the family member is the preferred way to record folklore. A video allows you to hear the person's voice and see the expression on their face and their body language. Your tape will probably turn into a family heirloom for your children and grandchildren to watch. Also, showing your video in class makes an easy and interesting presentation. It's a good idea to have another person tape you with your subject while you visit, so the person you interview is not always talking to a camera lens. They will be more comfortable this way.

Option 2 - Slide Show
To make a slide show presentation, you will need a 35mm camera and special film for making slides (ask at the film counter or read film packages). Next, take photographs of the person you are interviewing and whatever or whomever else you think may make interesting slides. Examples: rooms in their house, them baking, cleaning, laughing with friends, their children, or their personal things.. You will need more slides and less actual objects as support materials for this option. When the film is done and you take it to get developed, be sure to mark on the package that you want slides back.

Option 3 - Audio tape recording
With this type of presentation, you will need to prepare and bring along more support materials than with the video or slide presentations. A tape recorder may at first make the person uneasy, but they will soon get used to having it there. A small cassette machine with a built-in microphone will give the best results. A ninety-minute cassette is a good choice since it will record for a long time without interrupting the interview to change tapes. Run a test before you go to the interview to see how well the recorder picks up voices so you know where to put it during the interview. Try to pick a time and place to interview where there is hardly any background noise such as a radio, TV, or traffic.

Option 4 - Note Taking
Sometime simply a pad of paper and a pencil are the easiest things to use to conduct an interview. It might seem a bit more formal, some people may feel uncomfortable being photographed or taped. Following your interview, it is important to write out you notes completely while the information is still fresh in your mind.

People to Interview:
You should select a person to interview that you feel very comfortable with, one that also actually wants to be interviewed and loves to talk. A grandparent or parent is a good choice. It may also be interesting to record both a husband and wife (like grandpa and grandma) separately about the same events to see how each remembers important events.

Place and time:
It is very important not to interview someone when they are tired, sick, or in a bad mood. Let them choose the day and call you when they feel good and are in the mood to talk. This means being ready to go at a moment's notice, but you will get a great interview. It is also very important to choose a casual, spontaneous way to bring about a flow of memories, such as cleaning out closets, or doing dishes. Other natural activities include walking, baking, visiting, or having a family gathering: anything that brings about memories. Looking through a family photo album is also a good way to capture spontaneous stories.

Choosing the right place, and letting them choose the timing is especially important with older people. They may not always feel their best, and may get very nervous with a video camera on them if they are not used to the technology. With older people, you should definitely have a third person videotape the two of you chatting, as it will be much more natural.

Hints for interviewing:
Realize that there is some information you will not be able to get. There may be sensitive issues that people do not want to discuss. If they say, "I don't remember anything about that," they probably do not want to talk about it. Avoid asking about family fights, or "how they feel" about other family members. This may anger or embarrass your subject.

Be as low key and conversational as possible. Realize that all these questions may make people uncomfortable and possibly threatened. Take part in the conversation without taking it over. Be a good listener. Don't interrupt. Smile.

Ask questions, but be quiet when your subject goes off topic telling stories your question reminded them of. These are often the best stories!

Never turn off the tape recorder unless you are asked to. Not only does it break up the conversation, but it makes it seem as if what they have to say is not important to you.

Be sensitive to your subject's needs. Watch their movements and voice to see if they are getting tired or bored. Ask if they would like to stop or continue at a later time. If other family members want to get in the interview, let them, without turning off the recorder. They may help jog memories as well.

Say thank you! Make a copy of the tape for your subject and give it to them, along with a thank you note, or small gift. Keep your copy of the tape in a safe place where it will not be lost or ruined, and clearly label it so no one tapes over it. Make at least one extra copy to give to another family member for safe keeping. Someday, if not today, these tapes will be extremely important to you and your family!

Questions:
You will need to write down or memorize which questions you want to ask long before you get to the interview. You may even want to give the interviewee the questions beforehand to give them an idea about what you will be asking. Well prepared questions are: short and to the point, and not too personal. Be objective, don't ask a question to get a specific response.

Some sample questions about the object itself to ask when preparing your presentation:

Who made the object?
How is it used now?
When was it made?
Who owns it now?
How was it made?
What special stories are connected with it?
What material is it made from?
When did it come into the family?
Who in the family owned it first?
How many ways was it used?

Additional questions help to guide the conversation to other stories important to your family. Each interview is different. You may not want to use any of the questions listed below, or pick and choose among them. These questions are a guide only, and should not ALL be asked, or read in order off of the page. They are to help you write your own interview. If you do use some of these questions, rewrite it in your own words so you can ask the question casually.

1. What do you know about the family's last name Its origin? Its meaning? Did it change when your relatives first came to America? If it changed, what was it before and why was it changed? Are there any traditional first names, middle names, or nicknames in the family? How did they get started? When your parents married, did your mother keep her own last name? What does her last name mean? What is its history? How did your parents choose your name? What did or will you name your children? Why?

2. How did you and your spouse, your parents, grandparents, or other relatives come to meet and marry? Are there any family stories of lost loves, jilted brides, unusual courtships, arranged marriages, or elopements?

3. What stories have come down to you about your parents or grandparents? For example, what do you know about their childhood, schooling, marriages, jobs, political activity, religious activity, or hobbies? How many different occupations can you name from your family? Are there any special talents or hobbies which have come down in the family, such as playing a musical instrument, sewing, painting?

4. What did you study when you went to school? How was school different then? What did you dream of being when you grew up? What happened in your life which made those dreams possible or impossible to fulfill?

5. Where have you traveled? What unusual people have you met in your life? What are the most important things you've learned in your life?

6. What important holidays are celebrated in the family and how? Has the family ever made up a new holiday? What was Halloween like when you were young? How was it different from today? What did you dress up as? What was your favorite costume?

7. Are there any family stories about mysterious, eccentric, notorious, or infamous characters in the family? Any family heroes from the past? What stories have been handed down about these special people? Do you think the story and fame of the person has grown through time?

8. How have historical events affected the family? For example, how did the family survive the Depression? How have past wars affected the family?

9. What other people (friends, household workers, children) have been adopted into the family? Are they called cousins, aunts, or something else?

10. What unique expressions, folk sayings, or home remedies have been passed down in the family through the generations? What special recipes have been preserved? Are there any stories connected to them?

Step 3: Putting the Two Together for Presentation

Present your conversation to the class by using the object or skill as your central point of reference. Be sure to include:

Why you chose the object or skill
A demonstration of the skill or description of the object
Information from the person or persons you interviewed
Something you learned about your family that surprised you
Finish by completing this statement: Now that I have completed this project, I would like to talk with _______________ to learn more about ____________.