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Lesson [7]: [Investigation in the Community]
Lesson Background: How to research civic issues from primary sources in the community
Lesson Goals & Essential Questions
T2: Corresponding Transfer Goal(s)
 Students will be able to speak in front of their peers about a civic issue they have
researched and explain why their peers should care
U4: Corresponding Meaning Goal(s)
 Learners will understand that it is incredibly common to find different or opposing
narratives about any given issue.
Q4: Corresponding Essential Question(s)
 Why do people have different perspectives on a given issue?
Lesson Rationale
The rationale of this lesson comes from How Learning Works. A key principle is “goaldirected practice coupled with targeted feedback are critical to learning.” (p. 125) This
lesson will first focus on teaching students basic interview and reporting skills, then have
students create an interview guide that they will get peer feedback on, and finally have
students interview members of their community.
Lesson Fit
Students will practice interviewing peers and members of their community to gain primary
source perspectives on the civic issue. This will help develop their interpersonal skills, and
add further depth of sources to their final report.
Learning Objectives
By the end of the lesson, students will:
S: Corresponding Skill(s)
 S2: Identifying stakeholders in a given issue or event
 S5: Public communication and interviewing
D: Corresponding Disposition(s)
 D2: Be proactive and willing to talk to strangers about social issues
Key Messages
By the end of the lesson, students will know:
K: Corresponding Knowledge
 K1: pertinent details/information of a current event and social issue
Key Terms
Lesson [#7]: [Investigation in the Community]
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TERM
DEFINITION
Interview Guide
List of questions that will be asked during interview
Materials
• Notebook
• Recording device (if available)
Teacher Preparation
Describe how the teacher should prepare for the lesson, if needed. This will help to describe
this:
• Teacher should have students in pairs and brainstorm interview questions and
interviewees
90-Minute Lesson Breakdown
TIME
(MINS)
ACTIVITY/
STEP
EXPECTED STUDENT
RESPONSE
EXPECTED TEACHER
RESPONSE
20
Warm-Up Activity
Students will
interview each
other and then
present on the
other student to the
class
Aid the students
by answering
questions,
providing
guidance etc.
15
Lesson
Introduction
Understand
interview
techniques, what
an interview guide
is, and how to
conduct an
interview
10
Brainstorm
30
Interview Guide
10
Brainstorm
Students will
brainstorm a list of
potential interview
questions for their
interview guide
Develop interview
guide to interview
community
members about
issue
Students will
brainstorm a list of
Teach the
students about
the interview best
practices,
interview guides,
and how to
conduct an
interview. Also
introduce
community
interview
assignment
Teacher will help
facilitate the
brainstorm
EVALUATION
Did the students
accurately
introduce their
partner? Did
they display
good public
speaking skills?
What is an
interview guide?
What types of
questions are
best used in
interviews? How
should you
arrange an
interview?
What types of
questions are
relevant for this
interview?
Aid the students in
any way needed.
Give feedback on
interview guide
What types of
questions are
relevant for this
interview?
Teacher will help
facilitate the
Who should
students
Lesson [#7]: [Investigation in the Community]
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Assignment Tips
potential
interviewees
Students will
understand details
of assignment
3
brainstorm
interview?
Teacher will set
expectations and
due date for
assignment
When should
interviews be
completed? How
much detail do I
need to record?
Lesson [#7]: [Investigation in the Community]
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Lesson Body
I. Warm-Up Activity
 Put the students into pairs and ask them to interview each other.
o Goal of the activity is for each student to tell the class about the other
student.
 Student #1 will have 3 minutes to ask Student #2 questions about their life,
interests, favorites etc. Students are encouraged to take notes.
 Student #2 will then have 3 minutes to ask Student #1 questions.
 Students will then present out to the rest of the class about each other. Students
should talk for 1-2 minutes each.
 After all students are done presenting, lead a quick discussion asking about the most
challenging/least challenging parts of the activity.
II. Lesson Introduction
 Now we are going to talk about how to conduct an interview.
 Interview Techniques
o Finding a person to interview: since we are focusing on interviewing people
from our community, your interviewee could be a family member, friend,
neighbor, teacher etc.
 Make sure you ask the person if they agree to be interviewed. Tell
them it is for a school project.
 Set up a time to conduct your interview.
o Preparation: It is very important to be prepared before starting your interview
 Interview Guide
 An interview guide contains the questions that you want to ask
during your interview. We will create an interview guide later
today.
 Come prepared with your guide and a pen. (Can also bring recording
device if possible)
o During the Interview
 Take notes (even if recording). Try to write down the main point of their
answers.
 Pay attention to the interviewee and make eye contact.
 Feel free to ask questions that are not on your guide, try to let the
conversation flow naturally.
o After the Interview
 Review your notes
 Highlight any interesting quotes
III. Brainstorm
 Now we are going brainstorm a list of possible questions for your interview guide
 Note to Teacher:
o Help facilitate the brainstorm by offering suggestions, asking students to
elaborate etc.
Lesson [#7]: [Investigation in the Community]
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IV. Interview Guide Activity
 Now, in the same pairs as before, you are going to create an interview guide for your
interview. You can use some of the questions we brainstormed as a class, but I also
want you to come up with new questions in your pairs.
 After coming up with the questions you want to ask, take out a sheet of paper and list
the questions in order that you will ask them. You can order your questions in a
logical order, starting with easy, broad questions, and then more specific questions.
 Note to Teacher:
o Help facilitate the activity by answering students questions, offering
suggestions, and giving quick feedback to students’ work
V. Brainstorm
 Now we are going brainstorm a list of possible subjects for your interview
 Note to Teacher:
o Help facilitate the brainstorm by offering suggestions, asking students to
elaborate etc.
VI. Assignment Tips
 You should conduct your interview by (date).
 You should turn in a copy of your notes/recording by (date).