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Exploring the Chanticleer

Class Activity

  1. We'll divide into pairs or small groups. Within your small groups, choose one person to take notes on your discussion. Choose a second person to report on the group's discussion when we come back together as a class. Choose a third person to be the group's timekeeper.
  2. In the "Links to Your Yearbooks!" box below, click on the link for your small group. You'll be taken to a digitized copy of a Duke yearbook that your group will be working with during the class session.
  3. On your own, spend 10 minutes browsing through your yearbook, making notes (include the page numbers!) of anything that interests or puzzles you. You are welcome to turn off your camera and microphone while you work. You may not have enough time to look through all of your yearbook--that's fine!
  4. As a group, spend 10 minutes sharing your observations about your group's yearbook.
    • To start, the timekeeper will give each group member one minute to share their observations with the rest of the group.
    • With the remaining time, work together to answer the group discussion questions (see below).  
  5. We'll then come back together and talk as a class about your yearbooks.

***When you're in your breakout rooms, please ask me to join you if you have any questions!***

Group Discussion Questions

Discuss these questions with your groupmates. You may not get to discuss every question and are welcome to choose to discuss the question(s) you like best!

  • Choose one area of student life that is represented in your yearbooks (examples might be athletics, dating, dorm life, classes and studying, etc.). How is that aspect of student life depicted in your yearbook? How does it compare to your own experience at Duke?
  • In your Chanticleer, where do you see evidence of Duke students engaging with national or international events? How does this evidence add to what you already know about those national or international events?
  • Think about whose voices and stories are missing from your Chanticleer. Why might those voices and stories be missing? What is the impact of having one centralized account on our understanding of a historical time period?
  • Based on your Chanticleer, can you develop a thesis about Duke student life during that year? How might you research your thesis further?
  • A single primary source sometimes raises more questions than it answers. What questions do you still have about your Chanticleer? Spend some time brainstorming with your groupmates about how to find answers.