Overview
In this class, students will begin to investigate their own generation. They will work in groups to identify characteristics they believe define their generation. They will also begin to review and analyze how people from outside their generation have begun to describe their generation.
The Our Generation Worksheet will guide students in their investigation and offer prompts for their discussions. After student groups have chosen their characteristics, together they will fill in examples in each of the categories. (In the next class they will edit their choices). Toward the end of the lesson, they will begin to review articles that make claims about specific characteristics of their generation, Generation Z, as well as other monikers, such as “Greta’s Generation.”
Essential Questions
● Is it fair, productive, and/or accurate for outsiders to title or label a generation?
Learning Outcomes
Students will be able to:
● Collaborate in small groups and discuss characteristics they share in common
● Synthesize information about other generations and compare that information to their own generation’s experiences and attributes
● Analyze the different articles about Generation Z and begin to critically evaluate whether or not the information in the articles resonates with the student-identified characteristics and attributes
Common Core State Standards
● CCSS.ELA-Literacy.CCRA.R.1
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
LRA Ed Glossary Board
● NIckname: A familiar or informal or substituted name for someone or something.
● Moniker: A name, nickname, or informal name of a person or thing.
● Attribute: A characteristic, a quality, a feature considered inherent or intrinsic to a person or thing.
● Characteristic: A defining trait, feature, quality, or property of something or someone that helps us identify it or them.
Materials for Instructor
● Past Generations Worksheet
Materials for Students
● LRA Ed Journals
Discussion (7-10 min.)
In this class, students will make the shift from researching the labeling of past generations to investigating their own generation title and the characteristics and attributes that are used to describe it. Begin the class with a review of the exploration students began in the first class.
Entry point questions can include:
● What is the purpose of naming a generation?
● Do the generation names you investigated with your groups seem to be true and fair? If yes, why? If not, why?
● Do you think it is fair, productive, or accurate for other generations to name your generation?
II. Generation Worksheet (15 min.)
Let students know it is time now for them to investigate their own generation, Generation Z.
Step One
Project the blank Our Generation Worksheet on the board and lead the class through a discussion about the listed topics. Lead-in questions can include:
● Which of these topics do you feel relates strongly to your generation?
● What are some examples you can include in X topic?
● What categories need to be added?
Step Two
Each group receives one Generation Worksheet to discuss and fill in. Each group should choose one scribe. Remind students that they can create categories that are not listed.
Step Three
Bring the class back together. Name categories and have student groups popcorn different examples they have written in that category.
III. Generation Z in the News Activity (25 min.)
Now that students have reviewed, analyzed, and discussed the titles of past generations, it is time for them to investigate how their own generation is currently being labeled in public media. In this activity, student groups will read an article together and discuss the questions provided.
Step One
Explain to the class that it is now time for them to explore how their generation is currently being discussed by people outside of their generation, mainly by older generations and through cultural and media sources. Remind them that they have been “placed” in Generation Z, which covers every person from roughly age eight to twenty-three (or born between the late 1990s and approximately 2010).[1]
Step Two
Have students remain in their groups and choose one of the articles to read through as a group.
Sample articles:
“‘Generation Greta’: Angry youths put heat on climate talks”[2]
https://apnews.com/0070e5b1f63742b7a68cd7038fbde4fc
“Greta Thunberg & Gen Z’s Quest To Save The World”[3]
https://www.refinery29.com/en-us/2019/09/8484435/greta-thunberg-generation-z-climate-change-anger
“Greta Thunberg: The Power of the Next Generation”[4]
https://www.dw.com/en/living-planet-climate-activists-using-ecotok-to-reach-gen-z/av-57294038
Step Three
Choose one scribe and as a group answer the following questions based on which article you chose:
“‘Generation Greta’: Angry youths put heat on climate talks”:
· Do you think Greta represents your generation? Explain why or why not.
· Does Greta inspire you to do more about climate change? If yes, what actions have you taken? If not, explain why.
· Do you think your generation, Generation Z, has common characteristics across the world? If yes, what are those characteristics? If not, why?
“Greta Thunberg & Gen Z’s Quest To Save The World”
· Do you agree with Greta that Generation Z has been “abandoned by the adults” and needs “to take matters into their own hands”? Explain why you agree or disagree.
· Do you think the journalist’s characterization of Generation Z as “stressed and anxious” is accurate? Explain why you agree or disagree.
· Do you agree that Generation Z is more concerned with helping others than older generations are? Explain why you agree or disagree.
“Greta Thunberg: The Power of the Next Generation” (video)
· Do you think Greta was a good choice for Time magazine’s Person of the Year in 2019? Explain why or why not.
· Do you think peaceful action is the best way to bring about social, political, or environmental change? If so, why? If not, what do you think would be more effective?
· Do you think the Baby Boomers and other generations before you are responsible for climate issues? Why or why not?
· Dana Fisher, an American sociologist interviewed in this story, said, “Right now there is a real disconnect between the interests of young people and perhaps concerns of the people who are leading.” Do you agree with this statement? Why or why not?
3. Bring the class back together for a quick reflection. Choose one question to ask based on the timing you have left in the class. Possible questions are:
- Can you identify one new thing you have learned about your generation?
- Can you identify one characteristic you feel is prevalent in your generation that was not mentioned in the article your group read?
[1] Michael Dimock, “Defining generations: Where Millennials end and Generation Z begins,” Jan. 17, 2019, Pew Research Center Fact Tank. Last accessed Jan. 26, 2020. https://www.pewresearch.org/fact-tank/2019/01/17/where-millennials-end-and-generation-z-begins/.
[2] Frank Jordans, “‘Generation Greta’: Angry youths put heat on climate talks.” Nov. 28, 2019, AP News, Associated Press. Last accessed Jan. 26, 2020. https://apnews.com/0070e5b1f63742b7a68cd7038fbde4fc.
[3] Natalie Gontcharova, “Greta Thunberg & Gen Z’s Quest to Save the World,” Sept. 27, 2019, Refinery29. Last accessed Jan. 26, 2020. https://www.refinery29.com/en-us/2019/09/8484435/greta-thunberg-generation-z-climate-change-anger.
[4] Dana R. Fisher interviewed by Brent Goff, “Greta Thunberg: The Power of the Next Generation,” DW (Deutsche Well) video (6:23). Last accessed Jan. 26, 2020 from https://www.dw.com/en/greta-thunberg-the-power-of-the-next-generation/av-51636408.
IV. HOMEwork
Find an article or news story about Generation Z.