Secondary social studies students' engagement with historical thinking and historical empathy as they use oral history interviews

The history of the United States consists of how an imperfect, yet evolving democracy came into existence and continues to evolve. With this considerable drama, historical figures and events, students reasonably should enjoy their study of history, but many do not. History to these students is a dull stroll through historic times. Students ought to be exposed to the discovery of history and its figures through mindful inquiry, such as primary source documents. These documents consist of photographs, diaries, and oral history interviews. The use of primary source documents serves as strategies for the authentic teaching of historical events. As students become more exposed to the authentic aspects of history, they are more apt to empathize with historical figures.;A research study with twelfth grade economics students was conducted to determine how these students construct historical thinking when primary source documents, such as oral history interviews. The students engaged in background study of the Great Depression in the United States during the 1930's. With this knowledge, the students prepared their own interview guides In order to interview someone who had lived during this period in history. These interviews were tape-recorded and the students engaged in several class activities based upon their interviews. The interview guides and the subsequent data were analyzed to determine any patterns that might have emerged during this unit on the Depression.;While the information is virtually the same as in the textbook, the text is never going to show the look in the person's eye while he/she describes the hardships of living during the Depression. Students used these oral history interviews to create narratives about the historical event as well as a means of becoming immersed in the process of history. Because students become more immersed in the learning process, they develop a more robust thinking with this historical evidence. Empathy also becomes of importance in the historical thinking process. As a result, the combination of narratives, more robust thinking about history, and empathy, lead toward an expansion of the teaching of history. The research of involving the importance, versatility, and viability of utilizing primary source documents in the study of history is in its infancy. Due to the newness of this type of research much more needs to be done not only to help students, but to provide an avenue into future historical thinking opportunities.