Grade: Senior

#3542. WWII Newspaper Using the Team Interview Model

Social Studies, level: Senior
Posted Wed Aug 3 05:17:31 PDT 2005 by nicki morrison (
ford high school, quinlan, usa
Materials Required: Timer, paper, rulers, markers, pens, pencils, etc.
Activity Time: 2-3 50 min. class periods
Concepts Taught: Major people and events of WWII

1. Divide students into heterogeneous groups of about 4 students per group.

2. Assign each student in the group a person or event pertaining to WWII.

3. After giving the students some time to study their topic begin the Team Interview.

4. Each student in the group takes a turn standing and fielding questions from other group members about his or her person/event. The questioning should last approximately 90 to 120 seconds and be fairly in depth.

5. All group members should take adequate notes while the interviewing is taking place.

6. After all groups are finished the students will then take that information and create a newspaper, one per student.

7. Each newspaper should have an original title pertaining to the subject, have one article for each interview, contain two advertisements from the WWII period and have three illustrations that each go along with an article. In addition, the newspapers should be free from errors in spelling and grammar.

8. You could assign different groups different things, such as group 1 gets things having to do with the war in the Pacific while group 2 has things associated with the war in Europe, group 3 the Holocaust, etc. Then have each group teach the others (as in a jigsaw exercise) so that all material is covered by all students, either before or after you assign the newspapers.

9. Before doing the Team Interview Model with your students it is advisable to brief them on exactly what to do and how they should be able to respond to questions. It would also be helpful to show them the types of in-depth questions that are needed for this exercise to work properly. Have a dry-run and then de-brief the students asking about their experiences and how they could improve questions/answers for the real thing. Using open-ended questions in the debriefing is important to student learning.