Teacher Tools : In Their Words : mnhs.org

In Their Words: Stories of Minnesota's Greatest Generation

[Learning Objectives (Overall, this curriculum is designed to)]

Draw connections between individual lives and local, national and international events.
Introduce the concepts of social history and historic narrative.
Analyze the causes and outcomes of key events in mid-century history.
[Note: To see Learning Objectives specific to each lesson, please refer to each class in the curriculum sequence.]

[Materials] Attached

Please refer to each class in the sequence for attachments

From MHS website

Minnesota's Greatest Generation pages

Provided By Teacher

Computer/Computer Lab, plus several common classroom materials.

[Time Required]

5, 50 minute class periods

***Teacher please note: Lessons 1 and 2 can be used independently or as part of the curriculum sequence.

[This Curriculum supports the following Minnesota Educational Standards] MN Standards Alignment, grades 9-12

I. U.S. History, Sub-Strand H., World Wars and the Emergence of Modern America, 1900-1930s

The student will demonstrate knowledge of the political, geographical, cultural, social, and economic forces shaping the modern United States.

I. U.S. History, Sub-Strand I., A World at War, 1930s-1945

The student will understand and analyze the economic, social, and political transition of the United States before, during and after World War II.

I. U.S. History, Sub-Strand J., Post WWII Era, 1945-1980 The student will analyze the economic, social, and political transformation of the United States and the world between the end of World War II and the present. II. Minnesota History, Sub-Strand F., World Wars I and II, and the Interwar period, 1914-1945

The student will know and understand the impact of Minnesota on World War I and World War II, as well as the social and economic changes of the 1920s and the 1930s.

III. World History, Sub-Strand H., Global Conflict, 1914 AD-1945 AD

The student will demonstrate knowledge of the worldwide impact of WWII.

IV. Historical Skills, Sub-Strand A., Concepts of Time

The student will acquire skills of chronological thinking.

IV. Historical Skills, Sub-Strand B., Historical Resources

The student will begin to use historical resources

IV. Historical Skills, Sub-Strand C., Historical Inquiry

The student will apply research skills by investigating a topic in U.S. history
The student will analyze historical evidence and draw conclusions
The student will present and explain the findings of a research project

Lesson Plans

1. Content Lesson: Why do they call it "The Greatest Generation?"

Students will analyze the decades of the "Greatest Generation" with a review of primary and secondary resources related to the 1930s, '40s, and '50s. In this two-day lesson, students will acquire an overview of key cultural and historic events of these years.

Class #1: What do the decades look like?
Class #2: What do the decades feel like?
Final Assessment: History Collage

2. A Personal Perspective: Oral History Lesson

Historians use oral history interviews to obtain a personal perspective on historic events. Through a thoughtfully prepared list of questions, the interview subject is led to reveal useful information based upon his/her own experiences. This three-day lesson will familiarize students with the concept of social history, the techniques of oral history and the practical aspects of conducting one.

Class #1: What is social history?
Class #2: Oral History How To
Final Assessment: Arranging the Interview

3. A Good Tale, Well Told: Writing A Story

In this one-day lesson, students will use raw interview data and will employ traditional language arts skills to compose a carefully written historic narrative based on the interview they conducted during Lesson 1, and the events they studied during Lesson 2.

Class #1: Class #1: Writing like the Pros
Class #2: Final Assessment: The Historic Narrative

Social History Lessons