Interviewing Techniques

Grade Level

11th Grade

Duration

90 minutes

Unit

Investigating Social Movements (Lesson 5 of 10)

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Common Core State Standards (CCSS) Alignment

CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions, expressing ideas clearly and persuasively.
CCSS.ELA-LITERACY.W.11-12.7: Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject.
CCSS.ELA-LITERACY.W.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience.
CCSS.ELA-LITERACY.SL.11-12.4: Present information, findings, and supporting evidence clearly, concisely, and logically.

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Learning Objectives

By the end of this lesson, students will be able to:

• I can formulate open-ended and focused questions that elicit detailed responses for interviews.
• I can demonstrate effective verbal and non-verbal communication techniques during interviews.
• I can accurately record and organize interview responses for analysis and reporting.
• I can apply ethical considerations when conducting interviews within a community context.

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Success Criteria

Students will successfully:

• Create a list of at least 5 purposeful interview questions related to social movements.
• Participate in a mock interview exercise, showing evidence of active listening and engagement.
• Record responses clearly and organize information in a structured format (notes or transcript).
• Discuss ethical practices involved in interviewing community members.

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Materials Needed

• Whiteboard or smartboard
• Student notebooks or digital tablets/laptops
• Interview question template handouts
• Audio recording devices or phones (optional)
• Example interview transcript
• Role-play cards/scenarios

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Lesson Outline

1. Introduction & Setting the Stage (10 minutes)

• Engage: Begin with a short interactive discussion: “Why are interviews important in understanding social movements?”
• Link to unit theme: Discuss how interviews help collect personal stories and unique perspectives that historical documents may miss.
• I can statement shared aloud: “I can prepare effective interview questions to learn about social movements.”

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2. Understanding Interview Question Types (15 minutes)

• Mini-lecture: Explain the difference between open-ended, closed-ended, leading, and follow-up questions.
• Show examples relevant to social movements.
• Write examples on the board, e.g.:
  • Closed-ended: “Did the protest happen in your neighborhood?”
  • Open-ended: “Can you describe your experience at the protest?”
• Group brainstorm: Students suggest questions about a given social movement (e.g., Civil Rights Movement).
• Activity: Students create 5 open-ended questions for interviews.

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3. Interviewing Techniques and Communication Skills (15 minutes)

• Discuss verbal skills: tone, pace, and clarity.
• Discuss non-verbal skills: eye contact, body language, showing empathy.
• Introduce ethical interviewing principles: respect, consent, confidentiality, and neutrality.
• Demonstrate: Teacher models a brief interview with a student volunteer focusing on active listening and non-verbal cues.

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4. Mock Interview Practice (25 minutes)

• Setup: Pair students (for 7 students, create one group of 3 or one group of 4).
• Each student takes turns being interviewer, interviewee, and observer.
• Interviewers use their prepared questions to conduct 5-7 minute interviews on a chosen local or historical social movement.
• Observers fill a feedback sheet focusing on engagement and communication skills.
• Rotate roles so each student practices interviewing and observing.

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5. Recording and Organizing Responses (15 minutes)

• Teach note-taking strategies: shorthand, key phrases, use of symbols.
• Introduce basic transcription methods (if audio recorded).
• Students practice summarizing answers from their mock interviews into concise notes.
• Class discussion: How do organized notes contribute to better analysis?

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6. Reflection and Ethical Discussion (10 minutes)

• Whole class circle discussion: What challenges did you face? How did you address sensitive topics?
• Review ethical considerations again, emphasizing respect for community voices.
• Students write a short exit ticket answering: “What will I do differently during my upcoming community interview?”

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Differentiation Strategies

• For diverse learners:

  • Provide printed question stems and sentence starters for interview questions.
  • Use visual aids and graphic organizers to support note-taking.
  • Allow students to use audio recording tools during mock interviews.

• For English Language Learners (ELL):

  • Pre-teach key vocabulary related to interviewing and social movements.
  • Partner with fluent peers for support during activities.
  • Encourage use of bilingual dictionaries or translation apps for planning questions.

• For students with IEP or 504 plans:

  • Provide additional time to formulate questions.
  • Offer preferred roles (e.g., observer if speaking is challenging).
  • Allow use of assistive technology for note-taking or communication.

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Extension Activities for Advanced Learners

• Design a detailed interview protocol including consent forms and follow-up questions.
• Research and practice interviewing multiple people with contrasting perspectives on the same social movement.
• Create a digital multimedia presentation combining interview excerpts, visuals, and context analysis.

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Assessment

• Formative: Observation during mock interviews and feedback forms.
• Summative: Submission of a typed list of interview questions and organized notes from mock interviews.
• Exit ticket reflection gauging understanding of interviewing skills and ethical considerations.

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Teacher Reflection (Post-Lesson)

• Were students able to sustain focused, open-ended questioning?
• Did the mock interviews demonstrate constructive use of listening and non-verbal cues?
• How well did students grasp ethical interview practices?
• Adjust future lessons to provide more practice or scaffolding as needed.

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This lesson builds critical skills for authentic inquiry and community engagement grounded in Common Core standards, empowering students to become respectful, effective interviewers—a vital step in investigating social movements deeply and responsibly.