Students write about their childhood, describing friends, family, school life, neighborhood, and favorite activities. They share with the class, which will then look for commonalities as a basis for a database. As a class, discuss the expectations for young adults: education, work, marriage and family. Add this to the database. Using the same database, students try to fill in the database with what they know about their parents and grandparents. This will set the stage for the research to follow.

ELA 4, 5, 6, 7, 8, 9, 11, 12

Students are introduced to the interview project. They read "The Blanket" by Floyd Dell and explore the reasons for the blanket. The class will read excerpts from Tuesdays with Morrie by Mitch Albom. The class as a whole will discuss the values that shaped Morrie and whether or not the characters in the story share similar experiences with them.

ELA 1, 2, 3, 4

As a class, discuss the reasons people immigrate to the United States. Have students share ideas and personal stories

ELA 4, 7, 9, 12

FL 2.1, 2.2

SS Ia, Ib, Ic, If, IVb, IVc, IVf,

Students will learn about different historical research techniques, i.e. interviews, artifacts, original documents and discuss the ethical uses of material gathered using these techniques.

ELA 4

As a class, brainstorm questions for an interview form to be used in an interview with a parent or grandparent, person from a previous generation, or person from another culture. Questions should focus on childhood, education, family life, entertainment, community, employment, and social, political or technological changes they experienced.

ELA 4, 7, 11

Using genealogy software, students create a complex family tree that goes as far back as they are able to go with correct information about their family’s background.

ELA 8

Students practice interview techniques in class

ELA 4, 9, 10, 12

FL 1.1, 1.2

SS IIf,

Students will conduct two interviews using the interview form they developed:

1. They will do a live interview with someone from a previous generation. If possible, video record (with digital or regular video) or tape-record the interview. The students should also take still pictures with a digital or regular camera.
2. Students find a keypal on the Internet from a different culture and conduct an interview with them. This interview should be conducted in the keypal’s native language if at all possible.

ELA 4, 7, 9, 10, 12

FL 1.1, 1.2, 2.1, 3.2, 5.1

After the face-to-face and e-mail interviews are complete students enter their information in the database. Students will write about their experiences coming to this country and what life has been like for them using word processing software. They will then be asked to write a reflection paper comparing their personal experiences with those of the interviewees.

ELA 4, 5, 6, 7, 8, 9, 10, 11, 12

FL 2.1, 4.2

Students will organize the information collected, scan any photos of previous generations they would like to share, and incorporate the information into a PowerPoint presentation to show in ESL or foreign language class.

ELA 4, 8, 9, 12

FL 1.1, 1.3, 2.1, 3.2

SS Ic, IId, IVb, IVc

Students will write a summary of their interview and prepare it as a written biography for the person they interviewed face-to-face. Using word processing software, relevant photos (e.g. the house they lived in while growing up, family photo, etc.) should be included in the written document.

ELA 4, 5, 6, 7, 8, 9, 10, 12

In pairs or groups of three, students will research changes that have taken place in society in the last century. Each group will cover a decade, researching important political, social, and economic events, scientific and technological advances, famous people, entertainment (fiction/nonfiction books, TV/radio/movies, sports/leisure activities, etc.), and family life using Internet and library resources in their own language and the foreign language. Students will do a multimedia timeline using PowerPoint, HyperStudio or Chronos showing their information.

ELA 1, 2, 3, 4, 6, 7, 8, 9, 10, 12

FL 1.1, 1.2, 3.1, 3.2

SCI G3

As a class discuss how a change in one area can effect change in other areas. Students examine how events presented in their timelines affected the lives of the people they interviewed.

ELA 4, 6, 7, 9

SS Id, IIb, IIe, IIIi, IIIj, IVb, IVe, Va, Vb, Vc, Vg, VIIIa,

In separate groups, students will research one subject area in depth, such as the popular dances of an era using native and foreign language sources. They will create a hyper-media show with audio to explain and demonstrate to their peers.

ELA 1, 3,4, 6, 7, 8, 10, 12

FL 1.1, 1.2, 1.3, 3.1, 3.2

SS Id, IId, IIe, IVe, IVh,

View 2001: A Space Odyssey. Compare what was predicted with what is today. Discuss the basis of the movie’s predictions, and how scientists make predictions for the future.

ELA 4, 6

SCI A2, E1, G1, G2, G3

In groups students will research predicted changes in communications, medicine, transportation, energy, business/jobs, and demographics/communities. Students should use the Internet, professional journals, and scientific magazines in their own language and the foreign language. Use the information from this research to try to expand the database into the future.

ELA 1, 3, 7, 8, 9, 10

FL 1.1, 1.2, 3.1, 3.2

SS Id, IVh, VIIIa, Xc

As a class analyze and discuss the predicted changes. What are their ramifications for society? How will they affect individuals? Do they consider the predicted changes to be beneficial or not and why? What can be done now to prevent undesirable future changes? What barriers stand in the way of beneficial change? Have students write a position paper on this subject.

ELA 4, 5, 6, 7, 8, 9, 12

SCI A1, F4, F5

SS Id, IIf, IIIg, IIIh, IIIk, IVb, VA, Vb, Vf, Vh, VIg, VIh, VIj, VIIIa, VIIIb, VIIIc, VIIId, VIIIe, IXc, IXd, IXh, Xe, Xg, Xi

Using information from the past, present and predicted future, students predict what life will be like in fifty years. Students can write an essay or story, do an imaginary interview with a person living at that time, or create a multimedia presentation to describe life in fifty years.

ELA 4, 5, 6, 7, 8, 9, 12

SCI A1

SS Ig, IIf, IIIg, IIIh, IIIk, VIg, VIh, VIIIe

Students will write a personal reflection paper that discusses the meaning of this project for them

ELA 4, 5, 6, 12