"Sounds of a City: Podcasts and Public Humanities in Baltimore" reflects on the Baltimore Traces: Communities in Transition project, a collaborative teaching endeavor that began in 2015 to document changing Baltimore neighborhoods through student-produced media. The essay provides a definition of public humanities and a discussion of…

The power of stories is well documented. Scott Russell Sanders (1997) maintained that stories have the power to build community and help us see the world through others' eyes. Furthermore, Sanders (1997) asserted that "stories teach us that every gesture, every act, every choice we make sends ripples of influence into the future" (p. 3).…

This article describes a project that helped fourth-grade students connect personally with and bring North Carolina history to life. Over the months of this project, students asked questions, investigated topics of interest that they chose, conducted in-depth research that included interviewing experts, learned to use a video editor to combine…

When multicultural educators and archivists collaborate to design projects that engage students with multicultural history through archival research, students can learn in-depth research skills with primary source documents, creatively share their knowledge, and, on a broader level, engage with their local community history. The projects shared in…

We are five young people with learning disabilities who found out about the history of hospitals for people with learning disabilities in our area, and made a film about the project. The project taught us what life had been like for some people with learning disabilities only 30 years ago. It was very different to our lives; we have more choice,…

A typical U.S. high school student today might be able to recite some milestones of civil rights history--the Montgomery bus boycott of 1955-56; the Freedom Rides of 1961; and (some would add) the election of the first African American president in 2008. But how many students understand that these events, which historians call out as milestones,…

There is no country on Earth more populated by immigrants than the United States. Most U.S. residents (99 percent) have ancestors who were immigrants to this continent, whether they came voluntarily as travelers, or involuntarily as slaves. These immigrants have helped to shape the social and economic foundations of their adopted nation. According…

Shortly after the author began teaching at the University of North Carolina at Charlotte (UNCC), Frances Hawthorne, one of the studio faculty, approached her to work on a community-based art project with students. Frances is a social justice artist who works collaboratively with marginalized groups such as the homeless and inmates at the…

Preparing to teach a course outside one's field of specialty or even continental comfort zone provides a unique if somewhat daunting opportunity. With Western Civilization classes as the author's teaching experience for entry-level college courses, she approached teaching "The United States Since Reconstruction" with some trepidation. However,…

Describes the assignment of an oral history project in a communications history course offered at Northwestern University, indicating the project's benefits to teacher, students, and community. (RL)

Describes a family and community oral history project suitable for use in adult basic education classes. Discusses developing interview questions, gathering family history, writing and editing the text, and illustrating the final product with photographs. (RS)

The oral history section of a Penn State University course, "Culture and Ethnic Groups in the Social Studies," is described. (SJL)

Describes the Legends Project in Indiana in which a class collaboratively researches, writes, and illustrates a local legend and sends it via computers and modems to other classes across the state. (SR)

A team-teaching approach to a college-level world history course using a lecture-lab format was very popular with students. One professor taught historical methods, including oral history, quantification, local history, family history, and visual history, in his labs. A detailed course outline is provided. (RM)

Discusses the benefits of using oral history in social studies. Describes the process of oral history projects by discussing (1) how to introduce oral history to the students, (2) preparation for the project, (3) organizing and evaluating the research, and (4) publishing an oral history. Considers a variation on oral history. (CMK)