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Interviewing Procedures
  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 05. Role of Foundations
      1. Benchmark MS.2 Name a local community foundation and describe its broad purpose.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark MS.4 Describe the characteristics of someone who helps others.

Students will prepare to interview a business professional through role-playing.

Duration: 
PrintOne Sixty-Minute Class Period
Objectives: 

The learner will:

  • generate interview questions.
  • role play the interview process.
Materials: 
  • Pre-taped interview segment
  • Video camera and video tape
  • TV and VCR
  • Interviewing Process Questions to Consider (Handout One)
  • Folder with paper and pencil

Notes for Teaching :

  • Contact citizens of the community before the students call to set up the interviews. Explain to the citizens of the community what the students are trying to accomplish and that you appreciate their help.
  • In groups of three, arrange for students to interview citizens of the community.
Instructions: 
Print

  1. Anticipatory Set: Show a short ten-minute video (pre-taped) of an interview (e.g., "20/20, 48 Hours, 60 Minutes"). Ask students to analyze the type of questions asked. (They are probably open-ended questions that require an answer other than yes or no.)

  2. Explain ways that questions can extend/expand the answers. Discuss the types of questions to ask by working backwards and asking what information they want to receive. Interviewing Process Questions to Consider (Handout One) will assist.

  3. Divide students into groups of three. Have students within groups come up with at least five questions, written down. Pull the class back together and share the questions. Write them on the board. Allow each group to select the most appropriate questions and write them down.

  4. Each group may select the person who will interview a community member, the person role-playing the community member to be interviewed and the person who will tape the interview.

  5. Groups may practice role-playing the interview, working on skills that demonstrate professionalism. Practice asking the questions that were selected. Make sure each question is stated clearly.

  6. Tape the interview.

Assessment: 

Use the following criteria to assess student learning: Student spoke loud enough to be heard. There was eye contact with the person being interviewed. Words were pronounced correctly. Student was poised (holding body correctly). Student was able to gain the information requested from the interviewee.