Interview Presentation and Reflection

9, 10, 11, 12

High school learners will design and present information from their historical narrative projects to other learners (elementary, middle or high school level). Learners will reflect on how the interview experience has affected their attitudes toward the elderly.

Lesson Rating 
PrintFour Fifty-Minute Class Periods

The learner will:

  • summarize material from an interview into an oral presentation with visual aids.
  • use effective speaking skills to share information on the last half of the 20th century with an audience.
  • reflect in writing on changes that the interview experience has made in his/her life and the outcome of his/her service project.
  • Rubrics for Oral Presentation (Handout One)
  • Elderly Lesson: Post-Test (Handout Two)
  • Post Unit Narrative and Service Learning Reflections (Handout Three)
  • Tri-fold boards, markers


  1. Anticipatory Set:

    Ask the learners to share their feelings about conducting interviews for historical research. What made this was a worthwhile experience that made the time period being researched come alive?

  2. Distribute Elderly Lesson Post-Test (Handout Two) and have the learners complete the post-test. After collecting the papers, report on the findings compared to the pre-test taken in Lesson One: Back to the Future.

  3. Distribute and discuss Rubrics for Oral Presentation (Handout One). Explain that the learners will prepare a five to eight-minute presentation of the oral history that they completed in Lesson Four: The Interview. The audience will be elementary learners who are also studying U.S. history.

  4. Discuss what would make a presentation about an interview interesting for elementary learners. How can they be made active learners in the presentation as opposed to merely watching and listening? How can presenters make sure the audience does not miss the main part of their presentation and merely remember something not important? What props will help move the presentation along and bring out the most important details? How will the presenter tie in actions for the common good along with the historical details?

  5. Allow learners to prepare and practice their presentations.

  6. Have learners present their oral history findings to an elementary history class.

  7. When learners return from sharing with the younger learners, distribute Post Unit Narrative and Service Learning Reflections (Handout Three). Complete the form and identify outcomes of the activity.


The Elderly Lesson Post-Test (Handout Two) and Post Unit Narrative and Service Learning Reflections (Handout Three) may be used as an assessment.

Cross Curriculum 

Learners will share primary source history information from their interviews of older citizens with younger learners. This will enable the learners to make their own contribution to the common good which strengthens the social contract in a civil society.

Philanthropy Framework

  1. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark HS.4 Cite historical examples of citizen actions that affected the common good.
  2. Strand PHIL.IV Volunteering and Service
    1. Standard VS 03. Providing Service
      1. Benchmark HS.1 Provide a needed service.
      2. Benchmark HS.3 Describe the task and the student role.
      3. Benchmark HS.4 Demonstrate the skills needed for the successful performance of the volunteer job.
    2. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark HS.3 Identify outcomes from the service.