Anthony F. Franco
Lesson I: Jobs of the Future
This lesson can be readily accomplished in either of two ways; students can list individually occupations they think may exist in the future, or the entire class can brainstorm the same with the aid of the instructor and the blackboard.
Briefly stated, the instructor initiates the lesson by -pointing out several occupations that may exist in the future which do not exist now. Students are then encouraged to think of as many of these “future” occupations as possible. At the conclusion of the activity each student is to choose the one occupation from the list that he or she would like to do in the future and write a short paragraph explaining why he would be suited for such a job.
Extension
This lesson can become a convenient startingpoint toward the larger goal of career education. Students can take an in-depth look at the world of work and examine their occupational possibilities for the future. Not only can occupations of the future be speculated upon, but occupations of the past and present can be researched. Students can see which occupations are no longer prevalent and which ones are relatively new.
Lesson II: Future Inventions
The approach to this lesson can be similar to that of Lesson I. Here, however, technological advances of the future are the focus. After the list of future inventions is made, students should be encouraged to write several paragraphs explaining the use of the invention and its importance for mankind. Physically adept students should be invited to draw sketches of such inventions and/or to construct home-fashioned models.
Extension
Since students’ papers for this lesson need to be clear, concise, and well-structured, I suggest that this activity be included in a unit on expository writing. The step-by-step process of expository writing will be invaluable to students as they try to explain the workings of the particular inventions they have concocted.
Lesson III: Headlines of the Future
Students are to picture the headlines of
The New Haven Register
in the years 1990, 2000, 2025, and 2050. Students will be reminded that these very well might be headlines that they will someday read. Several headlines from each year should be included. A class discussion should follow.
Extension
A unit on the newspaper would be a formidable background for this lesson. Students can study headline writing, editorial viewpoint, and newspaper organization. The entire class may wish to contribute articles to make their own newspaper of the future. Such an effort could be dittoed for the class and other classes, also.
Lesson IV:
Time Machine
(in connection with the novel by H.G. Wells)
Students are to become Time Travellers much in the fashion of the Wells character. They are also to pick their own year and relate a detailed summary of their moments in the future with special emphasis on whom they meet and what technological advances and societal structures they see.
Extension
This lesson should be taught in the midst of a unit dealing with narrative writing.
The Time Machine
by H.G. Wells should be read, and Wells’ techniques of writing should be discussed in relation to this activity.
Lesson V: Invent a Planet
This activity presupposes students have booked passage on the space shuttle (a distinct possibility in their lifetime). It veers off course, and, through time warps and multidimensional pecularities, it lands on a strange and foreign planet. Students are to name the planet, describe its life forms, and detail their brief visit to it.
Extension
A unit dealing with the technique of descriptive writing would give students ample preparation for this activity. Lessons on the proper use of adjectives should be included. Letter writing may also be studied since students may wish to correspond with their new-found friends upon their return to Earth.
Lesson VI: Eliminate the Problem
Students are to choose one problem in today’s society (i.e. pollution, crime) and detail how it will be dealt with in the future or give the reasons behind its elimination.
Extension
Students can look at their world and verbalize their concerns. Oral English should be studied, and students could practice their verbal abilities by giving short speeches on the various problems they are concerned with in their world.
Lesson VII: Close Encounters
Each student is to picture himself walking through the green in downtown New Haven and describe in detail an imaginary encounter he has with an alien being. Students wishing to work together may use dramatic means to complete this assignment for the enjoyment of the entire class.
Extension
If this lesson is to be written, it would be pertinent to discuss with students the proper use of quotation marks, as dialogue would probably permeate each student’s paper. The lesson would fit very well into units dealing with narrative and descriptive writing as well as dramatics and oral English.
