Introduction to Sociology Questions and Activities - Teaching La Raza: Strategies for Community College Educators

Introduction to Sociology Questions and Activities
Macionis, Introduction to Sociology 9th Edition

CHAPTER 1
Sociology: Perspectives, Theory, and Method

Write down what a global perspective in your own words without using the book’s definition. Then share your definition with a partner and write it on poster board. Discuss with your partner how a global perspective offers the possibility of eliminating bias and is more inclusive of peoples from a range of cultures. Each pair will send one person to front of room to participate in a panel where you present your best definition of global perspective and the reason it can promote inclusivity.

2. Define and discuss the five ways that gender can influence research(see 24-25). In a group of 5, create a mural or poster using large paper and pens supplied by instructor illustrating the five ways gender influences research. Bring materials from home to use in your poster. You’ll make the poster in class, I’ll supply glue etc. You’ll present your poster to another group. These posters will then be put up for a few weeks in our classroom.

Explain the relationship between sociologists making generalizations about categories of people and stereotypes. On a blank index card, write about a stereotype you have heard from a person in authority (ie teacher counselor management person (boss), clergy, family member). Hand this card to instructor. The instructor will role-play the authority figure (after break, during which instructor picks the situations you choose); students get extra credit for “playing” the person who heard the stereotype and challenging the authority figure. Two desks facing each other. We will pause and get input and suggestions from whole class. Show clip from Fight in the Fields to illustrate how Teatro Campesino used this technique to successfully motivate during the UFW struggle.

Describe and compare and contrast the following approaches of sociological theory: structural-functional approach, social-conflict approach, and the symbolic-interaction approach. Use clip of telenovela Mi Cancion and instructor show scenes that explores each approach.

Describe and compare and contrast the three ways to do sociology: scientific sociology, interpretive sociology, and critical sociology. Show film clip of people from various ethnicities and both genders acting as sociological researchers…class discussion on how these sociologists’ background is helpful in their work…discuss and debate Sonia Sotomayor’s “wise Latina” remark showing C-Span or CNN footage of Republican attacks on the idea that someone’s background is relevant or helpful.

Explore your local area (this could be Fairfield, Napa, American Canyon, Vallejo, etc), and draw a sociological map of the community. Include the types of buildings (for example, "big houses," "abandoned or gentrified business districts," "new office parks," "low income apartments") found in various places, and observe and record the people who live or work there. What patterns do you see?

Figure 13-2 on page 385 shows the U.S. divorce rate over the past century. Using the sociological perspective, and with an eye to the timeline inside the front cover of this book, try to identify societal factors that caused the divorce rate to rise or fall. How are these factors relevant for the major ethnic groups within the United States, based on your observation and experience?
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Write down what a global perspective in your own words without using the book’s definition. Then share your definition with a partner and write it on poster board. Discuss with your partner how a global perspective offers the possibility of eliminating bias and is more inclusive of peoples from a range of cultures. Each pair will send one person to front of room to participate in a panel where you present your best definition of global perspective and the reason it can promote inclusivity.

2. Define and discuss the five ways that gender can influence research(see 24-25). In a group of 5, create a mural or poster using large paper and pens supplied by instructor illustrating the five ways gender influences research. Bring materials from home to use in your poster. You’ll make the poster in class, I’ll supply glue etc. You’ll present your poster to another group. These posters will then be put up for a few weeks in our classroom.

Explain the relationship between sociologists making generalizations about categories of people and stereotypes. On a blank index card, write about a stereotype you have heard from a person in authority (ie teacher counselor management person (boss), clergy, family member). Hand this card to instructor. The instructor will role-play the authority figure (after break, during which instructor picks the situations you choose); students get extra credit for “playing” the person who heard the stereotype and challenging the authority figure. Two desks facing each other. We will pause and get input and suggestions from whole class. Show clip from Fight in the Fields to illustrate how Teatro Campesino used this technique to successfully motivate during the UFW struggle.

Describe and compare and contrast the following approaches of sociological theory: structural-functional approach, social-conflict approach, and the symbolic-interaction approach. Use clip of telenovela Mi Cancion and instructor show scenes that explores each approach.

Describe and compare and contrast the three ways to do sociology: scientific sociology, interpretive sociology, and critical sociology. Show film clip of people from various ethnicities and both genders acting as sociological researchers…class discussion on how these sociologists’ background is helpful in their work…discuss and debate Sonia Sotomayor’s “wise Latina” remark showing C-Span or CNN footage of Republican attacks on the idea that someone’s background is relevant or helpful.

Explore your local area (this could be Fairfield, Napa, American Canyon, Vallejo, etc), and draw a sociological map of the community. Include the types of buildings (for example, "big houses," "abandoned or gentrified business districts," "new office parks," "low income apartments") found in various places, and observe and record the people who live or work there. What patterns do you see?

Figure 13-2 on page 385 shows the U.S. divorce rate over the past century. Using the sociological perspective, and with an eye to the timeline inside the front cover of this book, try to identify societal factors that caused the divorce rate to rise or fall. How are these factors relevant for the major ethnic groups within the United States, based on your observation and experience?
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CHAPTER 2
Culture

Discuss how technology affects people's ways of life.

Explain why it is so important to understand people's cultural differences.

Show clip of Spanglish. Analyze the misunderstandings that arise in this film. Discuss if it reflects students own experience at work or at school. Does the person with more power always have less understanding of the subordinate? Show Guess Who’s Coming to Dinner and Zebra Head; discuss evolution of interracial dating.

Briefly describe and discuss the elements of culture. See elements of culture, p. 44. Each group of 4 gets a visual artifact of one group’s cultural history. Each group discusses the elements of culture in that artifact, i.e lyrics to a song, poster, photograph, sports event. Each group presents their analysis to class. Teacher adds additional thoughts.

Discuss how culture can limit social possibilities while simultaneously creating more freedom. Show segments from Mi Familia on assimilation of brother and sister and lead class discussion and debate on the choices of the sister to be independent and the brother to be a businessman named William.

Identify and discuss 5 of the key values of U.S. culture. Give examples.

See p. 63. How are these values taught? Give examples from own experience. Show example from 500 Years of Chicano History and Ballad of Gregorio Cortez. Analyze the archetype of the cowboy. What does this represent to women and to non-Anglo peoples? Are these values in conflict with those from your own family? How do you solve the difference? Marlboro Man--individualistic loner and way smoking has been constructed as denoting coolness.

Introduce “Si se puede,” other expressions that reflect values of the Latino community. Discussion of “street language” and the slang of Spanish and English creating new words. Cultural transmission: Going to school, going home. What does it mean to be bicultural? What are the barriers to communicating with teachers who don’t have this cultural background?

Survey the class to discover all the places people have lived in. Use a wall map and students put tacks up to show where they have lived. Teacher makes list of all locations and everyone picks a place they arecurious about and interviews the person who’s lived there. Students report back on what they learned.

Watch an animated Disney film such as Finding Nemo, The Lion King, The Little Mermaid, Aladdin, or Pocahontas. One reason for the popularity of these films is that they all share cultural themes. Using Robin Williams' list of key values of U.S. culture on page 48 as a guide, what makes the film stand out with respect to these values? Who gets left out? Who is represented as the hero? What does the enemy look like? How do Americans end up with the values Williams says they have from watching these movies? What alternate movies would promote alternate values?Each group watch a film together and then create a video clip and/or power point to show the class what they learned.

CHAPTER 3
Socialization: From Infancy to Old Age

Describe the three distinctive characteristics of total institutions as proposed by Erving Goffman. Describe how a job you had (in class writing) replicated the conditions described by Goffman, 89. How did the inmates (employees) respond to these conditions? Was it passive, was it active, did they turn on each other? Have you ever experience a workplace that did not replicate these conditions?

What are the similarities in the works of Freud, Piaget, Kohlberg, Gilligan, Mead, and Erikson? How do they differ? Everybody gets assigned to random group with one of these individuals as their topic. They go to computer area (library etc) and do research (ideally with librarian assistance) about cultural bias in these theories. They then present the results of their research to class, using computer in the classroom to present the critique.

Describe the challenges that individuals face at eight stages of life from infancy to old age. P. 82. Interview somebody in your family or neighborhood or workplace who is in one of these stages. Describe the challenges as listed in the book and see if the person (it might be a parent discussing their child) agrees with or learns from the stage theory? Take a photograph of the person you interviewed and present your data to an assigned group.

Watch several hours of primetime programming on network or cable television. Keep track of all the violence you see and calculate the average number of violent scenes per hour. Who are the victims and perpetrators? List all networks available on a cable package. Students are assigned randomly to a particular network, i.e. Discovery, History, Shopping Networks, C-Span. Work with a partner and then present the results to the class.

Outline the positions of the biological sciences and the social sciences in the “nature-nurture” debate. Using your family of origin as an example, discuss what was inherited and what was taught among your siblings. If nature was the only influence, you’d be all be more or less identical. If you’ve turned out differently, or if your parents and her siblings have been turned out differently, discuss the role of nurture (upbringing and experience) in shaping who each person became.

CHAPTER 4
Social Interaction in Everyday Life

Sketch out your own status set and role set. Identify any statuses and also any sources of role conflict and role strain. See pp 96-97. Each student creates a visual using their own photograph as the center with lines radiating out about the various roles they assume. With a partner, they discuss sources of role conflict and role strain.

With a friend, stroll around downtown or at a local mall. Record how many women and men you find at various locations. From your observations, are there stores that are "gendered" so that there are "female spaces" and "male spaces"? Using your book, answer the question how and why are spaces "gendered?

Explain the Thomas theorem and how it relates to the social construction of reality. P. 101. Watch West Side Story and discuss stereotyping v. reality of gangs, gangs as immigrant rite of passage. Contrast West Side Story to Gangs of New York.

List and discuss the main points of ethnomethodology and the dramaturgical view of everyday life. Show and discuss Zoot Suit as an example of these.

Explain how humor is "socially constructed."George Lopez, other ethnic comedians, show clips, analyze where they get their humor, is it possible to have “positive” humor? Humor that enlightens rather than degrades? What are the effects of this kind of humor on the audience?

Explain the difference between ascribed, achieved, and master statuses. Give examples of each. See page 97 Teacher gives worksheet with bio on notable people from range of backgrounds. In group, analyze how each of these people has a ascribed, achieved, or master status. Show their image to class via technology and describe these statuses (by so doing students will educate themselves about important people in history and educate each other).

CHAPTER 5
Groups and Organizations

How do groups affect the behavior of members? Define what group you identify most closely with, and discuss how your own behavior has been affected by connection with that group (in class writing, share in pairs).

Explain why “how you know” can be as important as “what you know.” Be sure to use the principles discussed in the chapter.

Each student write about her or his first paid employment. What previous knowledge was expected? What was the hierarchy?

What was unspoken and expected of you? How were you supposed to learn the expectations of the employer? Share these in pairs.

How do primary groups differ from secondary groups? Identify two examples of each group. Describe the members of your primary group, activities, history. Give an example of a secondary group that you belong to. If you’re not able to do that, after listening to other students, come up with some secondary groups you would like to be part of (church, employment, political organizations). Share with a partner.

2.

Go and observe a fast-food restaurant. Watch to see how not just employees, but also customers are expected to behave in certain ways. For example, many fast-food restaurants expect customers to line up to order, get their own drinks, and clean up their own mess. What other norms are at work? (gender, class, race of employees and customers) How do you think the pay of the workers affects their morale? Report your findings to a group of 4 other students at the next class. (extra credit handout: chapter one of Fast Food Nation); show clip from Supersize Me after student reports.

Using campus publications and your school’s Website (and some assistance from an instructor), Draw an organizational pyramid for your college or university. Show the offices and how they supervise and report to one another. Given that your college is a Hispanic serving institution, meaning 25% of the students are Latino, observe what roles Latinos, Africans Americans and Filipino Americans play in the organizational pyramid. Show your information on a pie chart that you create in group in class.

CHAPTER 6
Sexuality and Society

Explain the relationship between sexuality and social inequality. Class watch clip from Mississippi Masala and compare it to cultural clash you have observed in interracial dating.

2.

Explain how and why societies control people’s sexual behavior. See Our Wedding Their Marriage and analyze ways in the movies in which the Latino and Black parents interact with their offspring.

What do the authors mean by the “sexual revolution”? Do the authors that everyone has access to and permission to use contraceptives? What is wrong with this assumption? What are the barriers you are aware of, both ideological and practical, to universal contraception?

Contact your school’s student services office and ask on your campus: What policies and procedures does your school have to respond to sexual violence? What instances do you know about that should have been addressed that weren’t? Find out what student advocacy can do to protect students more fully in these situations. Is there a different in risk, say walking to cars at night, for men vs. women? Who is in charge of determining safety and might their gender affect their attitude about this issue?

Watch Y Tu Mama Tambien, and discuss how the issues of this chapter are illustrated in the film.

Watch film about the murder of transsexual Latino student Edward Araujo. Discuss how to confront homophobia since that time.

CHAPTER 7
Deviance

Briefly describe and discuss the four basic reasons to punish wrongdoers. How do these reasons apply to culturally diverse populations?. Your group will get a real life situation that involves a “wrongdoer.” Analyze this case history in terms of reasons to punish this person. Present your analysis to the class.

Describe the relationship between labeling deviance and symbolic interaction analysis. Analyze the Esai Morales character in Mi Familia and how he becomes and is labeled deviant. Research Esai Morales as a person and summarize the issues that he has prioritized. How might the roles he has chosen connect to the real life issues he cares about? (watch film outside of class, small group discussion inside).

Explain the relationships between deviance and gender. Watch Enough and analyze the who is the deviant and if retribution is ever justified, as this mother suggests. How does this movie document power differences between the sexes?

What is the relationship between deviance, power, and capitalism.

Instructor will define each of these for purposes of discussion.

Show scenes from Attica and list the four most surprising lessons from the film. Discuss those in group and present to class.

Corporate or white collar crime vs “street crime.” Consider differences in the crimes, the offenders, the victims.).

Watch an episode of the real-action police show Cops. Based on this program, how would you describe the people who commit crimes?

CHAPTER 8
Social Stratification

Many indicators of the American Dream are alive and well. Discuss three of the four disturbing, not so positive trends.

Watch A Day Without a Mexican. Discuss how social classes in the United States differ from one another.

How do caste and class systems of stratification differ? What do they have in common? Study Dolores Huerta and Cesar Chavez (life summary available in handout from instructor) as examples of people who embodied, transcend, and embrace their own caste and class identity. Half the class discusses Dolores and half Cesar, and then present to each other, via representatives.

Identify three ways in which social stratification is evident in the everyday lives of students on your campus. On this campus, of students identify as white, etc. Is social stratification measured on campus? Give data showing income breakdown between ethnic groups in Solano and Napa counties. What are the barriers for low-income or under-represented groups in succeeding in class or transfer? Guest speakers present their analysis of these problems.

Students interview guest speaker, develop questions as a class.

Watch Salt of the Earth. Sit down with your parents, grandparents, or other relatives and assess the social position of your family over the last three generations. How have historical developments and political realignments affected your family’s social and geographic mobility?

During an evening of television watching, assess the social class of the characters you see on various shows. Compare these characters to those seen in Salt of the Earth. Explain why you assign someone a specific social class position. What patterns do you find? How are working class people portrayed on television? Are their social struggles included? How does this affect viewers’ attitudes?

CHAPTER 9
Global Stratification

Explain the way that the relationship between the U.S. and Mexico illustrates dependency theory in the post l848 period. Students read handout from Occupied America by Rudy Acuna and in discussion with instructor, apply this to dependency theory as defined on p. 26l.

Explain role that the U.S plays in economic development using modernization theory on p. 262. Class reads excerpt from Race, Class and Inequality by Mario Barrera.

Briefly discuss the characteristics of high-income, middle-income, and low-income countries. See chart 267. Get into groups, create a wearable sandwich board listing the characteristics. One person from each group presents in front of room. These representatives interview each other about what life is like for a high income, mid income and low income resident of these countries. Class discussion.

What is the difference between relative and absolute poverty (267). Contrast Haiti, which is on the list (263), and Cuba, which is not. What are the characteristics of a. p. which exist in Haiti which do not exist in Cuba? How are the populations similar? Consider several indices, ie. child mortality, maternal nutrition, literacy, and speculate on reasons for the disparity between the countries. What are certain dictators favored, others demonized? In which ways is Mexico like Cuba, in which ways like Haiti?

Page through several issues of any current newsmagazine or travel magazine and notice any stories or advertisements mentioning low-income countries (selling, say, coffee from Colombia or exotic vacations to India).What picture of life in low-income countries does the advertising present? In light of what you have learned in this chapter, how accurate does this image seem to you?

Groups of three will Interview a recent immigrant (within 5 years) about global stratification. Develop questions as a team. Ask same questions about stratification and social position in their home country.
Create a poster for the class including a map of each country and data pasted on about stratification and social position as reported by interviewee. One of these countries should be Mexico.

CHAPTER 10
Gender Stratification

Discuss the notion that patriarchy is inevitable in society using a historical perspective. Read an excerpt Gloria Anzualdua, Borderlands, and the origin of the term machismo and whether it is used to stigmatize the romanticizing of being macho, the consequences of this behavior or style. Analysis of visual messages You Tube, Latina pride.

Discuss the arguments for and against the idea that women are a minority group (283). Give example of how this does and doesn’t apply to women.
Show clip from Crash and discuss whether the women characters fit this definition and if they don’t, does it invalidate the definition.

Compare the median earnings for women working full-time and men working full-time. Analyze the similarities and/or differences? Instructor supplies handout on Mexican workforce. Contrast and discuss reasons that lack of education and/or childcare and/or contraception affect earnings of women v. men.

List the five general principles of feminism. Each student is randomly to a group to discuss one of the five principles on 290. Each group is handed a case study and discusses which principle applies. Groups present their analysis to whole class, discussion. Students write anonymous cards about what aspects of feminism they agree with after this type of education/exposure

Watch several hours of children’s TV programming. Notice the advertising and keep track of which share of toys are gendered. What traits do see in boy and girl toys?

6.) Guest speaker, Latina legislator. Students develop questions about Latina women in politics for her. Read excerpts From Out of the Shadows: Mexican Women in Twentieth Century History by Vicky Ruiz.

CHAPTER 11
Race and Ethnicity

What are race and ethnicity and how are they created in the U.S? Contrast what the book describes on p. 3ll with handout from instructor or film on racial identity in other parts of the Americas.

How are race and ethnicity important dimensions of social inequality today? Contrast Univision and Telemundo. Contrast appearance of main characters and appearance discrimination within Mexican, African American and Asian cultures. Discuss injury, death, etc from elective cosmetic surgery.

The United States is known as a nation of immigrants, with one significant exception. What is that exception? Play identity box game, decorate boxes, share boxes with class.

Define assimilation (3ll). Read excerpt from Hunger of Memory. In class writing on how you relate to or experience this excerpt. What are the costs of assimilation vs. the benefits. Group discussion of individualism as an ideology that is counter to most human experience. Blood In Blood Out, Bound by Honor, watch and discuss.

Give several of your friends or family members a quick quiz, asking them what share of the California population is white, Chicano, African American, and Asian (see Table 11-1 on page 303). If people were wrong, why do you think they mischaracterized the populations?

Groups of three will Interview a recent immigrant (within 5 years). Develop questions as a team. One of these countries should be Mexico. Interview this person about their homelands and their experiences since arriving in the United States. Were they surprised by their experiences in this country? Ask them for a specific example of something that surprised them. Read and discuss story from Arranged Marriages and scenes from El Norte.

CHAPTER 12
Economics and Politics

How was work changed during the transformation from the industrial revolution to the “information revolution” to postindustrial society? Who benefitted from “offshoring” of American jobs? Who lost? Who fought offshoring? How do American shopping habits support offshoring?
Make a chart that illustrates the work your grandparents, your parents and you. What does it show?

Describe and discuss the major consequences in the development of a global economy. Show Battle of Seattle. Instructor discusses pros and cons of upcoming free trade pacts. Despite promises made during the primary of 2008, free trade is moving forward, resulting in a loss of American jobs. How will this impact the economy and your family?

How has the anti-immigrant movement resulted in scape-goating Latinos?
Instructor presents anti-immigration legislation in Texas and aRIZONA? Instructor discuss Merchants of Labor.

Guest speaker from the California legislature, elected from Latino district, brings presentation on economy, including the type of work people do, the unemployment rate, and what trends are under way. Students study web site for the U.S. Bureau of Labor Statistics at http://www.bls.govand develop questions beforehand.

Visit a discount store such as Wal-Mart or Target and do "fieldwork" in an area of the store that interests you. Pick ten products and see where they are made. Do the results support the existence of a global economy? See Something to Hide or a different expose of sweatshop abuse.

The following Web site provides data on how people vote: http://www.cnn.com/ELECTION/2004/pages/results/states/US/P/00/epolls.0.html. Visit this site and develop a profile of the typical Democratic voter and the typical Republican voter. Which variables seem most closely linked to how people vote?

CHAPTER 13
Family and Religion

List and describe global variations of the family. Apply the data on page 373 to your own family of origin. With your group, make a chart demonstrating the data for each group member.

Explain five factors that research says indicate cause divorce. See clip of film with Carlos Mencia and identify how these factors are evident (or not) in main characters’ marriage.

Explain the various methods that are used to show religious commitment in the United States. Within your own religious tradition, write in-class about the existence of these factors. Share in groups of four.

Does science threaten religion? Based on the text’s discussion, why or why not? Guest speaker: Latino scientist to discuss issues related to science and religion; class brainstorm questions beforehand.

Parents and grandparents may be a useful source of information about changes in marriage and family life. Ask them at what ages they married and what changes in family life today stand out to them. Compare the answers of people from different generations-how are they different?

Relationships with various family members differ. With which member of your family-mother, father, brother, sister-do you most easily, and least easily, share confidences? Why? Which family member would you first turn to in a crisis, and why? Compare and contrast with fellow classmates.

CHAPTER 14
Education, Health, and Medicine

Describe and discuss recent trends in the drop-out rate in American society (compare dropout rates in California and Mexico), 42l and 422. Describe someone you know who fits one of the trends described here. Watch and discuss Stand and Deliver.

In a group of five, explain one of the five most recent and important educational issues discussed in the text, 420. Share your experience with your group and analyze how this issue affected your expectations of your education.

Why do the authors maintain that masculinity is a threat to health? In a depressed economy, how does this become a threat to everyone? Use Arizona case of Gabby Giffords to illustrate this trend.

Briefly discuss the ethical issues surrounding death brought about by technological advances, 435-436. How are old people treated in the U.S. versus “non-developed” countries. How does the lack of technology make possible what in the U.S. is considered rare: a “good death”?

Explain how the shortage of bilingual nurses across the United States is an issue of concern in medical care. Discuss possible solutions to this dilemma that might create further jobs for young people.

What is tracking as defined in the book? (415) Have you experienced tracking? How did it affect you? How was the socioeconomic background of the families reflected in the classroom composition? Examine demographic data on who attends your community college and discuss it in terms of high school tracking.

CHAPTER 15
Population, Urbanization, and Environment

Discuss what is meant by “the third urban revolution” in the United States (467). View Slumdog Millionaire and discuss if there are parallel developments in Mexico and the U.S. How is this related to access to land for the poor?

Describe some of the major factors that cause cities to decline. Discuss some solutions to the problems (major factors) you have chosen. 460. Examine data presented by instructor on offshoring, outsourcing, “free trade,” and compare it to textbook explanation.

Why does the author use the term “expensive” about social programs? Is it because textbook authors experience people who benefit from such programs as “the other”?

Explain the problem of environmental racism and describe why it is detrimental to our society. Discuss the problems of water pollution and air pollution in the United States. What legislation is being debated in Congress to address these problems? Speaker on environmental racism from local area university or organization.

See 450-452. Define fertility, mortality, and migration and explain why these concepts are basic to an understanding of demography. (also define demography). Each person in a group of four create a definition and map your information as a group. Examine the statistics about the college you attend (handout from instructor) and discuss the possible effects of fertility, mortality, and migration on these statistics.

Draw a "mental map" of the city where you live with as much detail of specific places, districts, roads, and transportation facilities as you can. Compare with classmates, and discuss the differences in how people visualize their city. Teacher supplies colored markers, butcher papers.

CHAPTER 16
Social Change, Modern and Postmodern Societies

Explain the four major characteristics of social change. Watch Harvest of Shame versus conclusion of Fight in the Fields and discuss social change as brought about by UFW.

Compare and contrast traditional societies and modern societies in the areas of cultural patterns, social structure, social institutions and social change. See Real Women have Curves and analyze all of these factors in the film.

Explain and discuss the relationship of dependency theory to modernization theory. Watch Avatar as example of these theories, then watch video from Amazon Watch which shows the maker of Avatar being involved in indigenous struggles in the Amazon.

Class brainstorms significant social changes. Ask an elderly relative or friend to assess this list.

Ask people in your class or friendship group to make five predictions based on climate change data, when today's twenty-year-olds will be senior citizens. Instructor bring speaker from advocacy organization on climate change. Students make a poster of two scenarios, one if climate change is halted, one if it isn’t.

See charts, 504 and 505. What pattern do you see? What are the implications of these social changes for your own demographic group?
What would reverse the negative trends on page 505?