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Photograph Copying for Primary Source Historical Information
(When Skiing Came to America)
Peter A. McKenna
Rumford Junior High, Rumford, Maine
Subject: Community Studies
Grade: 7
"All students on various grade levels were enthusiastic about
projects that involve the use of cameras and taping equipment.
They have the freedom of learning with 'hands on' equipment and
self-designed projects."
Purpose and Description of Project
This special project involved about 40 students in exploring the
history of recreational and athletic skiing in their community.
They used old photographs and interviews in compiling their data.
Peter McKenna hoped they would become "involved in the workshop
aspect of putting history together-rather than just reading it
out of a book."
Activities
An important aspect of the project was to use two types of primary
source information: slide copies of old Winter Carnival photos
and interviews with elderly residents who were actually involved
with the early Winter Carnivals. As students searched for artifacts,
pictures, and stories, they were encouraged to devise their own
methods for gathering information. Some students interviewed grandparents
and/or patients in nursing homes who remembered Rumford's early
Winter Carnivals. Others searched for leads in old newspaper files.
Using the school's KODAK EKTAGRAPHIC Visual Maker, the students
easily and economically produced slides of the photos they found
that showed the early days of skiing. These slides then were used
to generate questions for interviews with the elderly residents.
Occasionally, students used videotape equipment to record interviews
and to copy old movies of the early days of skiing.
Students were evaluated on the time and effort they put into searching
for artifacts and photos, and into gathering and transcribing
interviews. The quality and uniqueness of the photos, as well
as the excellence of the interviews, were also considered. A final
evaluation of the overall program and a test to determine what
had been learned completed the evaluation process.
Materials, Resources, and Expenses
Students utilized the EKTAGAPHIC Visual Maker, color slide
film,
cassette tape recorders and tapes, Sony 3/4" videotape reels,
and a carousel slide projector for their project.
The school's librarian/media specialist helped students set up
photographic and recording equipment. The elderly interviewees
were very cooperative in providing old photos and other artifacts,
and in allowing themselves to be interviewed.
Outcomes and Adaptability
The students were very enthusiastic about a project that involved
cameras
and taping equipment. The self-designed projects built
self-esteem and fostered cooperation among students at all ability
levels. Most important, it brought happiness to elderly people
who were given a chance to reminisce with interested young people,
and it encouraged the students to listen to people describe how
history was made. Students were able to acquire photography, communication,
and transcribing skills; knowledge of the historian's profession;
friendships with the elderly; and personal satisfaction. McKenna
suggested that a large number of underachievers become involved
in the project because it was unique and exciting.
Because junior high school students can operate cameras and tape
recorders, and because all towns and cities have both a unique
history and people who personally remember the past events, McKenna
says that the project can be easily undertaken in any history
class. He also found that subtle hints were more effective in
getting students to work on their own than if he had presented
a pre-designed project to the class.