Abstract:

Over the past decade, teaching methods in the field such as local history, oral history, historical empathy, evidence-based history teaching has also come to the forefront in the teaching of Social Studies and History courses. Beyond national history, local history involves examining the history of a city or a city and all the cultural characteristics that might come to mind. The approach to local history teaching that can be used at school level in this framework is the whole of the activities of the historical work/personality included in the student's living space, the research of the past using works from first and second hand and the presentation to classmates, student parents or lived people. Because of its newness, local history and oral history teaching cannot be used effectively at secondary or high school level and there is a need for increased qualified samples. The purpose of the research in this framework is to make local and oral history studies on the basis of Üsküdar considering the criteria determined by high school students and to submit this research in documentary form. The research was a qualitative research and was shaped according to the pattern of action research. The study group consists of 24 students (13 boys and 11 girls) who participated in the project with 3 history teachers working in Üsküdar district of Istanbul. Students participating in the study continue to a state high school in Üsküdar, 2 of which are 10th grade students and 22 of which are 11th grade students. All of the students voluntarily participated in the study. Within the context of local history and oral history studies, students will be able to see the important and very unknown values of the history of Üsküdar in a first and second hand (book, article, encyclopedia, memoir, papers) and visual resources (photographs, pictures). Apart from these, the researcher who writes on Istanbul and Üsküdar gathered data from different sources by interviewing and interviewing historians and Üsküdar people. Starting from these data, the students first worked in writing the local history homework including the oral history; they took a documentary about 20-25 minutes taking this work as the center. Data collection tools of the research include "written local history projects", "documentary", preliminary and post perception questionnaires, student and teacher diaries. Written assignments and documents prepared by the students were analyzed on the basis of developed rubrics (rating scale). In the analysis of other data collection tools other than this, content analysis was used from qualitative data analysis methods. 

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