Journey Through Time
To many, history is something that happened
in the past--always to someone else--and usually to someone famous. What many
fail to realize is that the persons in the history books were real people,
and that history is just a story of someone's journey in a given time, and
in a given place. Within these pages we hope to present the evidence of those
who made this journey in the Pace area.
This is a page in progress. It will contain
some tips for taking the journey, and also lesson plans
for teachers. Here are a few questions and ideas to get you started. Use the
Web Site Search to find the information. You
will also need to use a search engine like Google,
or others, to find some of the data.
Read some of the stories in the book section.
Write a story of one of the characters, or make up a character, and use
the material to help you visualize how he or she would have acted, dressed,
lived. Your story might be humorous, or solemn.
Look up data about the population of the
Pace area since 1900. Make a graph showing the change.
Look at how the environment was affected
by changes in population and industry in the Pace area since 1900. Read
what E. F. Skinner had to say about the pine
forests. How can we protect the environment in a period of growth?
See what you can find out about the health
of residents in the Pace area since 1900. Find out what health organizations
are available today.
Make a table of good quotes about families,
people, and life in the Pace area since 1900.
Look at some of the pictures on the web
site, for example, the picture of the Pace Mill.
About how many workers can you count? How many are white, how many are
black? Are there any boys? Women? Any men wearing ties? What do your answers
tell you about working at a lumber mill? Students, make up your own questions
about other pictures. (A great site for developing questions about what
photographs tell us can be found at http://memory.loc.gov/ammem/ndlpedu/collections/pmap/thinking.html.)
Look at pictures of homes in the Floridatown/Pace
area. Tips for using these pictures may be found at http://www.alaskool.org/resources/teaching/socialstudies/Using_Visual_Materials.htm
Lesson Plan for Grades 4-8
Objective: To perform a community service
project that will strengthen the communities in the Pace area.
Oral History: Make a copy of the questions
for the Oral History Interview. Write a letter of introduction
to the potential interviewee, requesting the opportunity to interview,
and include the list of questions. Use a tape recorder to record your
interview. Use a camera to photograph any items the person you interview
Write a brief biography of the person
you interviewed. Add the most interesting part of the stories you
recorded in your interview. Use the computer to write your biography.
Add photographs where appropriate.
Publish the biographies and stories
in a class volume. Share the volume with the Friends of the Pace Area
Library for inclusion in the Pace Area History Online.
Here are four excellent books that discuss
in more detail interview techniques, problems, and ethics:
Robert A. Georges and Michael Owen Jones.
People Studying People: The Human Element in Fieldwork. Berkeley and
Los Angeles, CA: University of California Press, 1980.
Edward D. Ives. The Tape-Recorded Interview:
A Manual for Field Workers in Folklore and Oral History. Knoxville,
TN: University of Tennessee Press, 1980.
Donald Ritchie. Doing Oral History.
New York: Twayne Publishers, 1995.
Valerie Raleigh Yow. Recording Oral
History: A Practical Guide for Social Scientists. Thousand Oaks: Sage
Oral History Interview Questions
This set of questions was developed to help
students in making oral history interviews. Click
here for a copy.
The Steps to the Research Plan
A survey and analysis of the literature reveals common steps to take in doing
research. These steps are listed below.
Step 1: Questioning
The student clarifies what new insight is
required, or what problem needs solving. Thoughts on what data and insight
are required to shed light on the main question and the smaller questions.
What does the student already know? What is missing? What does the student
Step 2: Planning
The student takes the questioning and begins
to develop information-seeking strategies. Where might the best information
lie? What information will provide insight? Which resources are reliable?
How might technology (database? word processing file?) be employed to collect
and organize findings once the gathering begins?
Step 3: Gathering
Begin to examine the various sources, one
of which might be the Internet. If the planning has proceeded well, the
time on the Net may be limited by careful selection of good information
sites. It is essential that a wide range of data types (books, magazines,
photographs, electronic text, etc.) be used. Students should save good information
as they gather, since the next stage is to set aside the best insights in
a database or word processing file.
Step 4: Sorting
This stage in the cycle requires systematic
scanning of data to set aside that which will contribute to insight. One
way to do this is to enter the title of the data into a database, then to
add 3-5 main points brought out in this data. The student is looking for
information which contributes to understanding.
Step 5: Synthesizing
The student arranges and rearranges the information
fragments until patterns and some kind of picture begin to emerge. Synthesis
is fueled by the tension of a powerful research question. The database may
be rearranged by topic, pros and cons, etc.
Step 6: Evaluating
Early attempts at synthesis usually produce
some frustration and a sense that the researcher needs to return for more
information. The early shape of the puzzle suggests missing pieces which
the researcher could not have pictured when originally planning the research.
The student asks what more is needed. The cycle kicks in once more as questioning
intensifies and leads to planning and more gathering. After several cycles,
if the picture is reasonably complete, the evaluation stage suggests an
end to the research cycle. It then becomes time for the reporting and sharing
of insights - a related but somewhat separate stage.
After the initial gathering and evaluation of your information, it is usually
necessary to repeat the cycle to gather more information and complete the
Group discussion of how these stages might
work for a team of students trying to decide which area in Santa Rosa County
their families might select as a new home.