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How is Young Adulthood Changing?

Activity Description

Young adult students

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


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

Teacher Notes

Blooms Taxonomy

Blooms Taxonomy

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.




  • Demographics
  • Human population characteristics
  • Roles of young adults in society
  • Social norms

Skills Taught

  • Analyzing change over time
  • Analyzing data
  • Annotating text
  • Discussing
  • Making inferences
  • Making an argument
  • Reading data in a chart
  • Understanding how data are used
  • Using data to support conclusions


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