Grades 9-12 Interview Ideas

Interview a prosecutor or defense attorney regarding a specific case/cases involving a controversial point of law.

Question them about the process of bringing the case to court, including the roles of law enforcement, prosecutors, lawyers, judges and jury. Ask them to discuss their argument in terms of the rights of society, the victim and the accused. What role did political or public pressure play in the case? How did legal tradition, precedent and interpretation of the law factor into this case?

Standards: Social Studies-Civics; Language Arts-Research; Language Arts-Written and Oral Communication

Interview a public official, social worker, and/or social activist regarding a socio-economic issue such as homelessness.

The interview should attempt to get a complete picture of the government, nonprofit and charitable agencies involved in a complex issue as well as the laws, regulations and rights of the individuals in question. Students should pose challenging questions about the responsibility of government and individual responsibility and the impact of factors such as mental illness, drug abuse, budget constraints and community support/opposition. Explore the root causes of the issue.

Standards: Social Studies-Civics; Social Studies-Economics; Language Arts-Research; Language Arts-Written and Oral Communication

Interview a number of adults on a controversial Supreme Court decision.

Create a standard set of questions and conduct a series of short interviews designed to learn individuals' opinions on the issue and the perceived impact they feel it has on them and the community. Students should expect personal experience to factor into the formation of opinions and should take time to fully explore this when asking life history questions. Religion, ethnicity, age, political affiliation, residence and other factors should also be noted and considered.

Standards: Social Studies-Civics; Language Arts-Research; Language Arts-Written and Oral Communication

Interview a parent or another adult about the impact of government on their daily life.

Include topics such as services (health, education, libraries, public works, parks) , protections (police, fire, regulatory agencies, legal system), regulations (permits, tax assessment), etc. Which functions do they perceive as most essential and non essential? How do they feel about their rights and responsibilities as a citizen to the government? A thorough list of questions will be essential to a good interview.

Standards: Social Studies-Civics; Language Arts-Research; Language Arts-Written and Oral Communication

Interview the local leader of a political organization.

Most communities have a number of civic or politically affiliated organizations that take an active role in elections and public policy. By questioning a member of one of these organizations about their purpose, activities, and the people they serve, students can learn how the American political system works. Suggested groups include local Democratic/ Republican Central Committees, League of Women Voters, political action committees, public policy commissions, representatives of third political parties, and citizens' groups.

Standards: Social Studies-Civics; Language Arts-Research; Language Arts-Written and Oral Communication

Interview a family member about their economic history.

Consider historical events such as the Great Depression, World War II, the post-war boom, and the economic recessions and boom periods of recent years in your questions. Other factors to consider would be inflation, unemployment, business cycles and government monetary policies. Personal economic circumstances such as job choice, education, marriage and children and retirement also play a role.

Standards: Social Studies-Economics; Language Arts-Research; Language Arts-Written and Oral Communication

Interview a representative of a business involved in international trade.

Ask about the ways in which the business is dependent on businesses, people and resources from other countries and how trade benefits those countries. What is the role and impact of U.S. government policy and regulation on how they conduct business? How do foreign policies and regulations affect how they conduct business? How do these policies affect American workers? Students may conduct outside research to fully understand the differences between our economy and the economy of the other countries discussed and present a comparative analysis or hold a mock debate.

Standards: Social Studies-Economics; Language Arts-Research; Language Arts-Written and Oral Communication

Interview peers online about what life is like for teenagers in other cultures throughout the world.

Individual students or an entire class can initiate a cultural exchange with a group of peers in another country or through the international school system (where students have often lived in several countries along with the country of their birth/nationality). Interviews can take place via live video, audio, or instant messaging. Students should ask questions that allow them have a full understanding of the community, including the natural environment, economic activity, the diverse aspects of culture, politics, and attitudes toward America. History and basic geographical data can be obtained from background research. A revealing comparison of the cultures can be presented in a variety of formats.

Standards: Social Studies-Geography; Language Arts-Research; Language Arts-Written and Oral Communication

Interview a person who has been involved in a pivotal event, movement or time in American history.

This could focus on local, regional or national history, but should involve a topic that was documented in newspapers and other sources and included in history texts. As students conduct background research and develop their questions, they have the potential to reveal new information or insights about a historical event. On their other hand, their research should enable them to critically examine their interview and analyze the merits of their oral history against other primary and secondary sources.

Standards: Social Studies-History; Language Arts-Research; Language Arts-Written and Oral Communication

Interview a person about everyday life during a particular time in American history.

Students will identify an interview subject and ask to interview them about daily life during a particular time period. The interview could be general or could focus on work, family, leisure activities or local events. In preparation for the interview, students should conduct research to have an understanding of events and other historical factors which may have affected daily life (including local history). Questions can focus on the individual's reaction to these events, but should also reveal ordinary activities of everyday people. This should reveal another layer or perspective on history that may not be found in standard texts.

Standards: Social Studies-History; Language Arts-Research; Language Arts-Written and Oral Communication

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