When Are You Really an Adult?

1. Set Focus 
Pose this essential question: Why might a society not grant full rights of citizenship to young people?

2. Read and Discuss 
Have students read the article, marking key ideas and questions. Then ask them to answer the following questions, citing text evidence:

• Why did John Rodgers propose a bill outlawing the use of cellphones by anyone under 21? Why do you think the author begins the article with this anecdote? (Rodgers proposed the bill to point out the “absurdity of allowing 18-year-olds to go to war yet denying them” rights granted to older Americans. Beginning the article with this anecdote helps set up two central ideas of the article—that there are variances in adulthood laws and that these variances might seem strange or illogical.)

• Based on the article, why was the voting age lowered from 21 to 18 in 1971? (The voting age was lowered in response to protests young people staged out of anger that 18-year-olds could be drafted to fight in Vietnam, yet had no power in setting war policy because they couldn’t vote.)
  

• In the opening section, Warren Binford refers to “rights of protection.” What does he mean? Who do you think the laws related to adulthood are meant to protect—young people, other citizens, or both? (He means that the government of a nation has a duty to protect its citizens. Opinions about who the laws are meant to protect will vary, but students should support their ideas with text evidence.)

3. Core Skill Practice
Assign, print, or project the activity Take a Stand. Have students use it to plan and then write a persuasive essay on one issue discussed in the article.

4. Writing Prompt
Write a brief essay comparing and contrasting how 18-year-olds are treated by the law in relation to driving and the judicial system.

5. Classroom Debate
Should all legal rights granted to adults begin when a person turns 18?

6. Quiz & Skills
Assess comprehension with the quiz.