California Career and Technical Education Standards

• HTR.C.C4.3 Know the key market segments of the hospitality, tourism, and recreation industry.
• HTR.C.C4.4 Analyze the way in which basic marketing principles and procedures can be applie...
• HTR.C.C8.1 Understand fundamental ways in which physical geography, culture, politics, and ...
• HTR.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.
• HTR.FS.7.3 Understand the need to adapt to varied roles and responsibilities.
• HTR.FS.7.4 Understand that individual actions can affect the larger community.

California Academic Content Standards (Reinforced)

• ELA.9-10.LS.2.3f Apply appropriate interviewing techniques that compile and report responses.
• ELA.9-10.W.2.3d Write expository compositions, including analytical essays and research reports ...

• How does your life differ from you parents or grandparents ? - Hooks / Set
  Review the attached PowerPoints. Choose between the longer or shorter version to suit your class time limitations. The Powerpoint show examples of how life has changed in 40 years. If you are a person born in the late 50's or 60's, this information may be all too familiar. If not, you may review the attached resource page to provide support information (To the veteran teacher: come on... you know you remember :)
  
  Show the students the PowerPoint.  This  presentation is  intended to help the students identify the American lifestyles of the past. Ask the students to hypothesize how much their parents actually spent on "having fun as a teenager" and how  that differs from how much it costs them.
  
  Finish the hook by asking the students to pair and share any memories they have about family stories they may have heard from  their  elders about going on vacation. Did grandma & grandpa take moms or dads on a road trip in a camping trailer? Did they go to theme parks? Did they go to the drive-in? Have they ever heard their parents speak of vacationing when they were in high school? Use your imagination to develop further questions that will bring previous knowledge to the surface.
   
  • Nostalgia.ppt [ Download ] null
  • nostalgia facts only.doc [ Download ] null
  • Nostalgia short.ppt [ Download ] null
• Variations In Generational Behavior & Spending - Lecture

  Prior to the discussion & lecture, the teacher can use the generational resources page to broaden their understanding of generational differences in preparation for the lecture.

  After passing out the provided Creps Generational Chart as your reference,  the teacher will interact with the students by asking them to compare and contrast the differences found in documented research on the various generations; The GI Generation , the Baby Boomers (Boomers), Generation X, & Generation Y.  Does the chart match the behaviors and actions of their parent's and grandparent's generations?

  The teacher will then conduct a lecture that follows up the discussion and hits the following key points:

  1. Many grandparents fall into the GI Generation (born 1925-1945), a group that is typified by a hard work ethic and commitment to family while saving traditionally conservative spending patterns.
  2. The research shows quite a few parallels between the GI generation and Generation Y (born 1980's - 2002). The baby boomers & Generation X still maintain individually distinctive characteristics.
  3. The baby boomers were the generation to enjoy the profits of their labors spending usually as fast as they made it and Generation X was fascinated with “the newest, fastest, most techno savvy trinket on the market” while enjoying pushing the old boundaries that defined leisure activities. Let’s face it, Do you think a GI generation member usually considers bungee jumping “leisure”?
  4. The students may not see it immediately but the similarity is drawn by the climate of our economy, return to family value, and profound formative experiences (the stock market crash vs. post 9-11 economy woes).
  5. In the research provided on the generational resource page websites, the teacher will find interesting information that suggests the new trends in tourism links the 2 generations together now more than ever with the increase of "grand travel"; grandparents traveling on vacation with grand children.
  6. More money is being spent by all generations as our American lifestyle has started to seek quality leisure experiences to balance the stress of work & family.
  7. Americans are spending more on a wide variety of leisure experiences from extreme sports, to Eco-tourism, to volunteerism tourism.
  8. Extreme sport tours include activities ranging from paragliding, to mountain climbing, to safari, to yoga and zip lining while  ecotourism focuses on conservation and appreciation of Mother Nature with trips such as penguin watching in the arctic with National Geographic cruises.
  9. Lastly the increase in volunteerism had created excursions that focus on helping others.
  10. Volunteering is generally considered an altruistic activity, intended to promote good or improve human quality of life, but people also volunteer for their own skill development, to meet others, to make contacts for possible employment, to have fun, and a variety of other reasons that could be considered self serving.

   

  The time allotted for lecture can very depending on student comments or if the teacher periodically checks for understanding with random questioning of the class.  Typically the lecture portion is approximately 15 minutes
   

  The lecture comes to a close as you bring the discussion to a more personal level.  Ask the students to pair and share how they spend their leisure time? How do they spend their "entertainment" money? Do they spend about the same as their friends or do they spend money on the same things their family values?  Many students may not have access to a personal budget at their age but you may pose the question in a hypothetical situation of them being out on their own after high school.

     The time allotted for lecture can very depending on student comments or if the teacher periodically checks for understanding with random questioning of the class.  Typically the lecture portion is approximately 15 minutes
    The lecture comes to a close as you bring the discussion to a more personal level.  Ask the students to pair and share how they spend their leisure time? How do they spend their "entertainment" money? Do they spend about the same as their friends or do they spend money on the same things their family values?  Many students may not have access to a personal budget at their age but you may pose the question in a hypothetical situation of them being out on their own after high school.   
  • creps_generations_chart in depth.pdf [ Download ] null
  • generational resource page.doc [ Download ] null
• Generational Expenditure Pie Chart Poster - Projects

  See the photo example of the Generational Expenditure Pie Chart Poster & distribute Pie chart planning sheet.

  Students are to use the planning chart as they gather information from their family as homework. It is important to STRESS repeatedly that we are NOT asking for private finance dollar amounts. Only general estimate percentages.

  Once the information is gathered, the students develop a 11X17 poster that includes all three charts, typed labels for each, and graphics showing a visual representation of what the money is spent on.

  The poster is reviewed by the student and the student completes a one page summary of their findings which answer the questions:

  What similarities and differences have you see in how money in your family is spent?

   What are the differences in the amount of money spend on entertainment & vacation when compared together.?

  How do you match or not match other kids your age when comparing to the research?

  • close up pie chart [ View Image ] [ Download Original ] null
  • complete poster example [ View Image ] [ Download Original ] null
  • Pie chart poster planning sheet.doc [ Download ] null
• Poster presentation & Debriefing - Check Understanding

  On the due date, students are to take turns showing their poster and providing a brief 1 minute oral summary of their findings.  The instructor is to observe and point out commonalities of findings while posing any additional questions to the class as needed to check for understanding.