How is Young Adulthood Changing?

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How is Young Adulthood Changing?

Activity Description

The teacher will facilitate a class discussion for students to share their opinions about young adulthood before they start the activity. After some teacher modeling, students will read, annotate, and answer questions about a technical document—including tables and graphs—to gather evidence to support conversations with their classmates about young adulthood. Then, students will write a paragraph about how their generation defines young adulthood.

Suggested Grade Level

11-12

Approximate Time Required

150 minutes (likely over several class periods; shorter if portions are assigned as homework)

Learning Objectives

Students will be able to effectively annotate a text to better understand it.
Students will be able to use evidence from a text to support their claims and to make inferences.
Students will be able to express their ideas and opinions clearly, succinctly, and persuasively in group discussions.

Materials Required

The student version of this activity, 28 pages
Teacher computer with Internet access and a projector to display Web sites

Activity Items

The following items are part of this activity. The items and their sources appear at the end of this
teacher version.

Item 1: The Changing Economics and Demographics of Young Adulthood: 1975–2016
Item 2: More Than One-Third of Young Adults Live at Home
Item 3: Young Adults: Then and Now (1970 – 2022)

Download Teacher Version

Download Student Version

Teacher Notes

Blooms Taxonomy

Analyzing

Students will analyze data about the changing economics and demographics of young adulthood and use that information to evaluate whether young adults today are better off than previous generations.