Description
This lesson presents an overview of America's six living generations. The lesson, which features San Diego State University psychology professor Jean Twenge, opens with reflective questions that ask students to consider what generations are and how their views compare to those who are older or younger than them. Students then view an introductory video clip in which Twenge provides a brief overview of the six living American generations: Silents (1925-1945), Boomers (1946-1964), Gen. X (1965-1979), Millennials (1980-1994), Gen. Z (1995-2012), and the “Polars” (2013-today). Next, students view and analyze two video clips that provide background information about Twenge’s theory of generations and why categorizing people can often become controversial. From there, students view and analyze six video clips that detail specific aspects of each of the living American generations. After the class shares their findings from the lesson, students view an additional reflective video clip about the potential for future generations and respond to a summative writing prompt that asks them to "describe the continuities and changes in society since 1925" using what they learned about the six living generations.
Procedures
SET UP
This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.
You can post links to the videos in the lesson along with the related handout and engage in discussion to share responses on a discussion board or learning management system.
You can also save and share the following Google resource for students to use with this lesson.
Handout: Graphic Organizer (Google Doc).
In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.
WARM UP
Pose the following brainstorming questions to your students, directing them to record their responses in their graphic organizer, share with a partner, and then with the class if they choose.
- What are generations?
- Reflect on how your views and beliefs compare with those who are older and younger than you.
INTRODUCTION
Play the following introductory video clip of San Diego State University psychology professor Jean Twenge discussing discussing her book, "Generations," and the six primary American generations since 1925. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.
Clip #1: Six Generations (1:21).
- How many American generations are “currently alive?”
- Based on the clip, what are the names and birth years of each generation?
- According to Jean Twenge, what names are used for the newest generation? What name does Twenge prefer, and why?
VOCABULARY
Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage.
We recommend having your students complete the activity in a jigsaw format to save time. Or, depending on time and resources, you may consider having your students engage in a Frayer's Model activity, where each student is responsible for completing one or two items. Students can then post their models around the room for reference throughout the lesson.
Note: this is not an all-encompassing list of terms included in each video. We recommend you preview the video clips to determine any necessary additions/subtractions to this list for your specific students.
BACKGROUND
Direct students to the background section of their graphic organizers. Instruct your students to view the following two video clips that provide background information about Jean Twenge’s theory of generations and why categorizing people can often become controversial. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.
Clip #2: A Different Theory (2:26).
- How have past theories “marked” each generation?
- What does Jean Twenge say the traditional theory does not acknowledge?
- According to Twenge, what changes should instead be used to mark generations? Why?
- What is the “slow-life strategy” and how does it affect people?
Clip #3: Controversial (1:37).
- When and why does a “natural defensiveness” about generations occur?
- According to Jean Twenge, what is ‘true’ about generations?
ENGAGEMENT
Direct students to the engagement section of their graphic organizers. Instruct your students to view the following six video clips that detail specific aspects of each of the living American generations. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.
Clip #4: Silents (1925-1945) (1:24).
- How and when did the Silent Generation get its “label?”
- Why was the name a “misnomer?”
- According to Jean Twenge, who are the two most famous Silents?
- Based on the clip, what did the generation contribute to society?
Clip #5: Boomers (1946-1964) (5:19).
- How large of a “cohort” is the Baby Boom generation? Why?
- Why is the generation described as a “chameleon?”
- According to Jean Twenge, how and why has the generation shifted from collectivism to individualism?
- Based on the clip, what technology had the greatest impact on the generation as young people? How and why?
- How did the Vietnam War “draft” impact the generation, and how did their reaction compare to the Silent Generation’s reaction during the Korean War? Why?
Clip #6: Gen. X (1965-1979) (11:18).
- Why was Generation X smaller than the Baby Boom generation, according to Jean Twenge?
- Based on the clip, why is the generation hard to define? Why does its label “fit?”
- What does it mean that the generation is known as “latch-key kids?”
- Summarize the ‘firsts’ and ‘lasts’ that define the generation, as stated by Jean Twenge.
- What is the “yawning gap” between Gen. X and other generations?
- According to Twenge, what has declined among this and later generations? Why?
- How does Gen. X view “wealth and status,” and how does this compare to other generations?
- Summarize the “whiplash change” of the 1990s.
Clip #7: Millennials (1980-1994) (11:43).
- What is “accelerating” over time?
- Why was the Millennial generation “the most planned and most wanted” in U.S. history? What effects has this had?
- According to Jean Twenge, were Millennials coddled? Why or why not?
- What is the “core value” of this generation, and how do they view themselves?
- How have higher education levels and the economic trends impacted the generation, according to Twenge? Summarize the data she shares.
- Did Millennials “kill religion and kill marriage?” Summarize the related trends.
- Based on the clip, how do Millennials view racial issues? How do these views compare to other generations?
Clip #8: Gen. Z (1995-2012) (7:42).
- Based on the clip, how has technology been different for Generation Z? What have been the effects?
- According to Jean Twenge, how does Gen. Z view gender? How does this view compare to other generations?
- Why are words “more important” for Gen. Z compared to other generations?
- Based on the clip, what have been the positive and negative effects of the generation’s emphasis on safety?
- Summarize the statistics regarding the generation's “negativity” about the country and the potential causes of the “pessimism.”
Clip #9: “Polars” (2013-today) (1:20).
- What are the “clearly defining characteristics” of and concerns about the Polar generation?
- To what other generation do the Polars parallel, according to Jean Twenge?
REFLECTION
After students share their findings from the lesson, direct them to the reflection section of their graphic organizers. Instruct your students to view the following video clip of Twenge sharing what she sees as the future for America's generations. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.
Clip #10: The Future (1:48).
- What will have large “demographic and political implications” in the future?
- According to Jean Twenge, how will the workplace change in the future? Why?
CLOSURE
After your students are finished with the lesson, direct them to complete the final culminating writing prompt in their graphic organizers, and have students share their responses, comparing their perspectives with their classmates' perspectives: Having learned about the six major American generations, describe the continuities and changes in society since 1925. Be sure to include evidence from the video clips in the lesson to support your response.
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Additional Resources
- Video Clip: Political Engagement and Younger Voters
- Video Clip: Youth Impact on Politics and Policymaking
- Video Clip: Americans' Views on Promoting Economic Abundance
- Video Clip: U.S. Surgeon General Testifies on Youth Mental Health
- Bell Ringer: A Millennial Downturn
- Bell Ringer: Social Media and Democracy
- Bell Ringer: Race and Demographic Changes in the United States
- Bell Ringer: Religion and Political Socialization
- Bell Ringer: Age and Political Affiliation
- Bell Ringer: The Millennial View of Government
- Lesson Plan: Social Media's Role in Democracy
