THE STATE OF OUR UNION:
DECIPHERING THE DATA
INTRODUCTION
Information overload is a reality for most Americans today and we
constantly receive messages about the state of our country. With
so much information, it is easy make quick judgements about
what information is “good news” and “bad news.” However, to
have an accurate and deep understanding of U.S. trends, we must
consider not just the latest headline or the views of our friends
and family, but also accurate data. This requires us to be data
literate – considering data in a historical context, asking questions
about what it tells us and also what it fails to communicate, and
digging deeper to get a more complete picture. When we do
that, it becomes clear that life in America has been and continues
to be complex. There are 330 million people in our country and
it continues to grow, and while we’ve made strides in many
areas including health, women’s rights, technology, and the
environment, we still face serious challenges and inequities.
MATERIALS
•
•
•
Data Bank Items (provided)
Student Worksheet 1
Student Worksheet 2
PROCEDURE
1.
Before class, print one full set of Data Bank Items on a color
printer. You’ll need one piece of data per student, so you
may need to make multiple copies of some Data Bank Items,
depending on the size of your class.
2. Explain to students that they will be investigating data about
the United States, in the form of graphs and charts, in three
general topic areas: health, environment, and the economy.
3. If time allows, you may want to have students jot down their
initial ideas on whether trends in each of these three areas
have improved or worsened over the past 20 years. Students
can save this and refer to it after the activity.
© 2020 POPULATION CONNECTION
CONCEPT
Data reveals that there is both good
news and bad news when investigating
trends in U.S. health, environment, and
the economy. Students must be data
literate and consider a wide breadth of
information when forming conclusions.
OBJECTIVES
Students will be able to:
• Critically examine graphic data
and make educated guesses about
potential causes behind the data.
• Develop questions in order to improve
data literacy and to guide research
about American trends in health,
environment, and the economy.
• Find reputable data from multiple
sources to research a topic and then
synthesize information to create a
bullet point summary.
SUBJECTS
Social Studies, U.S. History, Mathematics
SKILLS
Analyzing data, identifying trends,
developing questions, comparing
and evaluating data, researching,
synthesizing research, critical thinking
METHOD
As individuals and in small groups,
students critically examine graphic data
about U.S. health, environment, and the
economy and then conduct research to
get a more complete picture of trends in
these three areas.
4. Display the following graph:
Failure to Receive Medical Care due to Cost
at Some Point During the Last 12 Months
Percent
8
95% confidence interval
6
4
2
0
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
Source: CDC, National Center for Health Statistics, retrieved from https://www.cdc.gov/nchs/data/nhis/
earlyrelease/earlyrelease201705.pdf
5. Discuss the following questions as a class:
a. What do you observe when first looking at this graph?
Students will notice an increase in people unable to access medical care due to cost between 1997 and 2010 and
then a decrease from 2009 through 2016.
b. What is “good news” about this graph and what is “bad news”?
It is good news that a lower percentage of people have been restricted by cost when accessing medical care in recent
years. It is potentially bad news that the percentage did not continue a downward trend between 2015 and 2016.
Many times data is not all good or all bad – there may be bright spots but also areas that need improvement.
c. What might have caused the data illustrated in this graph?
The Affordable Care Act was enacted in 2010, which expanded Medicaid coverage, increased access to health
insurance, and aimed to decrease overall health care costs. The law was weakened starting in 2017, which has since
driven up insurance costs.
d. What additional information would paint a clearer picture of the data?
Is this graph impacted more by changes in health care costs or by average economic well-being of Americans? Is
there data for people who may have received medical care (and therefore not included in this graph) but delayed
care or got less effective/inadequate care due to cost? Has the quality of medical care remained the same? What
does the trend look like over the past 4 years, between 2016 and present day?
6. Distribute one Data Bank Item to each student. Explain that they will have time to carefully consider the piece of
data in front of them, and then will be responsible for sharing their analysis and questions within a small group.
THE STATE OF OUR UNION: DECIPHERING THE DATA 2
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7. Allow students time to work through the chart and questions on their Data Bank Item. It’s okay if they don’t know
an exact answer, but should think critically and make educated guesses. You may want to assure them that they
will have an opportunity to research their topic in more depth later on.
8. Once students have finished analyzing their individual Data Bank Item, ask them to form a group with other
students who looked at data related to the same topic (topics are labeled at the top of each Data Bank Item). Each
of the five Data Bank Items from a topic should be represented in each group.
9. Distribute Student Worksheet 1 to each student, and instruct them to take turns discussing their specific data
piece, including what they saw as good news and bad news and the questions they developed. Group members
should share any additional thoughts, disagreements, alternate perspectives, and questions as each person shares.
Students should take notes on the Worksheet and also answer the two discussion questions as a group.
NOTE: It’s possible that not all members of a group will agree on what is good news or bad news about a piece
of data. That’s okay. Encourage students to talk about their different perspectives and record notes on what
additional information they’d like to see in order to get a clearer picture.
10. Distribute Student Worksheet 2 to each student. Explain to students that, as a group, they must collect five
additional pieces of information (data, graphs, articles, reports) in order to gain a clearer picture of trends within
their overall topic area: health, environment, or the economy. This could be done in class or be divided among
individuals for homework.
NOTE: If students haven’t practiced finding data from reputable sources, you will want to discuss this and/or
provide some examples of government websites, like the U.S. Census Bureau, and other sources that publish
reliable information. Check out this list for more support.
11. After collecting additional information, students should share and discuss what they found with their topic group.
Then as a group, considering items from their Data Bank set as well as their outside research, they will write eight
bullet points that summarize the trends and status of their overall topic in the U.S. Students should also work as a
group to answer the four reflection questions on Worksheet 2.
If time permits, each group could create a poster with all of their data and their summary page in the center.
12. Allow time for each group to share the summary of their topic with the class or do a gallery walk of each group’s
poster.
Possible Answers to Data Bank Items and Student Worksheets
See Answer Keys
DISCUSSION QUESTIONS
1.
If you asked students to record their initial thoughts on if trends within each topic area were getting better or
worse, ask them to revisit these notes. Do you still agree with your original thinking? How has your perspective
changed? If you disagree, why do you think that’s the case?
Answers will vary. Students will most likely feel like they’ve gained new perspectives on the issues that they hear about
frequently in current events and the media. Students who now disagree with their original views may mention the value
of outside research and critical examination of a variety of data as opposed to developing views based on one graph or
data point, headlines, media, or talking with friends and family.
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2. Do you think looking at historical trends is a good way to predict the future?
In some cases, looking at data and trend lines can help decipher what the future may hold. In other cases, trends may be
disrupted by unpredicted events, like The Great Recession, which had significant economic impacts. Looking ahead, the
impact of the coronavirus pandemic will have sudden and major impacts on health, the economy, and the environment.
3. Did any of the graphs, either in your topic area or another group’s topic area, surprise you?
Answers will vary. Students may have had preconceived ideas of what the data would say based on previous knowledge
or exposure. Students may also mention having seen similar information represented in a different way, covering a
different time period, etc. You may want to bring up the idea of confirmation bias – that people tend to seek out and
interpret information in a way that confirms their original thinking.
4. In what ways has life in America improved through the years? In what ways has it declined?
While life has improved in many ways, there are still significant inequalities when it comes to health, wealth, education,
and the ability to meet our most basic needs.
5. Do you see any ways in which the three topic areas (health, environment, and economy) are connected to or
might impact each other?
These three categories are certainly interrelated. Students may mention connections between the economy and health,
the economy and the environment, demographics and health, health and environment and more.
6. Do you think your eight bullet points give a comprehensive look at the state of your topic in the United States
today? Why or why not? What if you had to pick just four bullet points?
Answers will vary. While eight bullet points likely provides more in-depth and nuanced information than fewer bullet
points would, students may still feel that it is difficult to capture the complexity of their topic in just eight statements.
7. What is the risk of basing a judgement on one or two pieces of data? How can we avoid this risk?
When we come across data in our everyday lives, we often “skim” it to get a general idea of a trend, and then move on.
Or, we see a single piece of data, or hear a single story, and form an opinion based on that information alone. In order
to get an accurate picture, it is important to dig deeper. We must consider not only the data displayed, but what might
be left out, or what might be potentially skewing the data. To get a truly accurate picture, looking at one piece of data
should be just a starting point.
ASSESSMENT
Students write a brief reflection. They should include at least three things they learned, one way they think life will
improve in America over the next 20 years, and one area that might pose a challenge.
THE STATE OF OUR UNION: DECIPHERING THE DATA 4
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Health: Data Bank Item 1
Data Source: World Bank
Good News
Bad News
Answer the following two questions on the back of this paper.
1. What might have caused the data illustrated in this graph?
2. What else do you want to know?
© 2020 POPULATION CONNECTION
THE STATE OF OUR UNION: DECIPHERING THE DATA 5
Health: Data Bank Item 2
Heart disease is the leading cause of death for men, women, and people of most racial and ethnic groups in the United
States. One person dies every 37 seconds in the United States from cardiovascular disease.
Source: Centers for Disease Control, Racial and Ethnic Disparities in Heart Disease, April 2019
Good News
Bad News
Answer the following two questions on the back of this paper.
1. What might have caused the data illustrated in this graph?
2. What else do you want to know?
© 2020 POPULATION CONNECTION
THE STATE OF OUR UNION: DECIPHERING THE DATA 6
Health: Data Bank Item 3
Source: KFF analysis of OECD data, Peterson-KFF Health System Tracker, What do we know about infant mortality in the U.S. and comparable countries?,
October 2019
Good News
Bad News
Answer the following two questions on the back of this paper.
1. What might have caused the data illustrated in this graph?
2. What else do you want to know?
© 2020 POPULATION CONNECTION
THE STATE OF OUR UNION: DECIPHERING THE DATA 7
Health: Data Bank Item 4
Source: Common Sense Media, The Common Sense
Census: Media Use by Kids Age Zero to Eight, 2017
Good News
Bad News
Answer the following two questions on the back of this paper.
1. What might have caused the data illustrated in these graphs?
2. What else do you want to know?
© 2020 POPULATION CONNECTION
THE STATE OF OUR UNION: DECIPHERING THE DATA 8
Health: Data Bank Item 5
Source: PEW Research Center, What’s on your table? How America’s diet changed over the decades, December 2016
“Americans eat more chicken and less beef than they used to. They drink less milk – especially whole milk – and eat less ice
cream, but they consume way more cheese. Their diets include less sugar than in prior decades but a lot more corn-derived
sweeteners. And while the average American eats the equivalent of 1.2 gallons of yogurt a year, he or she also consumes 36
pounds of cooking oils – more than three times as much as in the early 1970s.”
Good News
Bad News
Answer the following two questions on the back of this paper.
1. What might have caused the data illustrated in this graph?
2. What else do you want to know?
© 2020 POPULATION CONNECTION
THE STATE OF OUR UNION: DECIPHERING THE DATA 9
Environment: Data Bank Item 1
Municipal Solid Waste (MSW), more commonly known as trash or garbage, consists of everyday items we use and
then throw away, such as product packaging, grass clippings, furniture, clothing, bottles, food scraps, newspapers,
appliances, paint, and batteries. This comes from our homes, schools, hospitals, and businesses.
Source: U.S. Environmental Protection Agency, National Overview:
Facts and Figures on Materials, Wastes and Recycling
Good News
Bad News
Answer the following two questions on the back of this paper.
1. What might have caused the data illustrated in these graphs?
2. What else do you want to know?
© 2020 POPULATION CONNECTION
THE STATE OF OUR UNION: DECIPHERING THE DATA 10
Environment: Data Bank Item 2
Good News
Bad News
Answer the following two questions on the back of this paper.
1. What might have caused the data illustrated in this graph?
2. What else do you want to know?
© 2020 POPULATION CONNECTION
THE STATE OF OUR UNION: DECIPHERING THE DATA 11
Environment: Data Bank Item 3
Source: U.S. Department of Agriculture, U.S Forest Resource Facts and Historical Trends, August 2014
Good News
Bad News
Answer the following two questions on the back of this paper.
1. What might have caused the data illustrated in these graphs?
2. What else do you want to know?
© 2020 POPULATION CONNECTION
THE STATE OF OUR UNION: DECIPHERING THE DATA 12
Environment: Data Bank Item 4
23
22
21
20
19
18
17
16
15
1960
Source: U.S. Energy Information Administration, Monthly Energy Review,
April 2019
1970
1980
1990
2000
2010
Source: World Bank
Good News
Bad News
Answer the following two questions on the back of this paper.
1. What might have caused the data illustrated in these graphs?
2. What else do you want to know?
© 2020 POPULATION CONNECTION
THE STATE OF OUR UNION: DECIPHERING THE DATA 13
Environment: Data Bank Item 5
Source: U.S. EPA, Inventory of U.S. Greenhouse Gas Emissions and Sinks,
1990-2018
Source: U.S. EPA, Climate Change Indicators: U.S. and Global Temperature
Good News
Bad News
Answer the following two questions on the back of this paper.
1. What might have caused the data illustrated in these graphs?
2. What else do you want to know?
© 2020 POPULATION CONNECTION
THE STATE OF OUR UNION: DECIPHERING THE DATA 14
Economy: Data Bank Item 1
Source: Feeding America, Food Insecurity and Poverty Rates Improve to Pre-Recession Levels in 2018,
but 1 in 9 People Are Still at Risk of Hunger, October 2019
Good News
Bad News
Answer the following two questions on the back of this paper.
1. What might have caused the data illustrated in this graph?
2. What else do you want to know?
© 2020 POPULATION CONNECTION
THE STATE OF OUR UNION: DECIPHERING THE DATA 15
Economy: Data Bank Item 2
Good News
Bad News
Answer the following two questions on the back of this paper.
1. What might have caused the data illustrated in this graph?
2. What else do you want to know?
© 2020 POPULATION CONNECTION
THE STATE OF OUR UNION: DECIPHERING THE DATA 16
Economy: Data Bank Item 3
Source: U.S. Bureau of Labor and Statistics, The Employment Situation news release, March 2020
Good News
Bad News
Answer the following two questions on the back of this paper.
1. What might have caused the data illustrated in this graph?
2. What else do you want to know?
© 2020 POPULATION CONNECTION
THE STATE OF OUR UNION: DECIPHERING THE DATA 17
Economy: Data Bank Item 4
Cost of College Education, 1985-2017
Year (1985-1996)
1985-1986
1995-1996
Year (2000-2017)
2000-2001
2002-2003
2004-2005
2006-2007
2008-2009
2010-2011
2012-2013
2014-2015
2016-2017
All institutions
10,893
13,822
4-year institutions
12,274
16,224
2-year institutions
7,508
7,421
14,995
16,008
17,460
18,404
19,321
20,278
21,222
22,278
23,091
17,909
19,240
20,889
21,956
23,071
24,227
25,509
26,051
26,593
17,576
8,331
8,982
8,874
9,312
9,733
10,215
10,409
10,598
Source: U.S. Department of Education, National Center for Education Statistics (2019) Digest of Education Statistics, 2017 (NCES 2018-070), Chapter 3
Good News
Bad News
Answer the following two questions on the back of this paper.
1. What might have caused this data?
2. What else do you want to know?
© 2020 POPULATION CONNECTION
THE STATE OF OUR UNION: DECIPHERING THE DATA 18
Economy: Data Bank Item 5
Source: PEW Research Center, The narrowing, but persistent, gender gap in pay, March 22 2019
Good News
Bad News
Answer the following two questions on the back of this paper.
1. What might have caused the data illustrated in these graphs?
2. What else do you want to know?
© 2020 POPULATION CONNECTION
THE STATE OF OUR UNION: DECIPHERING THE DATA 19
THE STATE OF THE UNION
STUDENT WORKSHEET 1
Name:
Date: Step 1: In your group, take turns sharing the Data Bank Item(s) you analyzed. Be sure to share what you saw as good
news and bad news, as well as any questions you had after looking at the data. Take notes on anything the group
disagrees on or has further questions about.
Questions for further research, disagreements, notes:
Step 2: Answer the following questions as a group.
1. Are there any data pieces in your topic that are completely good news or completely bad news?
2. Does anyone in your group disagree on what is considered good or bad news for a Data Bank Item?
© 2020 POPULATION CONNECTION
THE STATE OF OUR UNION: DECIPHERING THE DATA 20
THE STATE OF THE UNION
STUDENT WORKSHEET 2
Name:
Date: Research: The dataset you currently have in your group provides only a snapshot of your larger topic area. As a group,
you must now find 5 additional pieces of information (data, graphs, articles, reports) in order to gain a clearer picture
of trends within your overall topic area. You may base your research on the questions from Worksheet 1, Step 1, as well
as any outside knowledge of your topic. Be sure to collect data from reputable sources!
Assignment: As a group, you are tasked with developing a summary of the trends within your topic area. The
summary should include no more than 8 bullet point “take-aways” that will be shared with the rest of the class.
Summary of
© 2020 POPULATION CONNECTION
Trends in America
THE STATE OF OUR UNION: DECIPHERING THE DATA 21
Reflection Questions: Answer the following questions as a group and be prepared to share with the class.
1.
How did you choose which additional information to research about your topic?
2. Do you think another group could have come to a different conclusion about the trends within your topic? Why or
why not?
3. Look at the following graph of projected U.S. population growth. How do you think this population growth might
impact your topic area?
U.S. Population and Projection
388
400
355
NUMBER OF PEOPLE (IN MILLIONS)
350
309
300
249
250
203
200
151
150
122
92
100
63
50
4
7
12
23
1790
1810
1830
1850
39
0
1870
1890
1910
1930
1950
1970
1990
2010
2030
2050
YEAR
Data Source: U.S. Census Bureau
4. What are the limitations of reducing trends in your topic area to only 8 bullet points?
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THE STATE OF OUR UNION: DECIPHERING THE DATA 22
THE STATE OF OUR UNION
DATA BANK ITEMS – ANSWER KEY
The answers included here are only examples of how students may respond. Students are responsible for categorizing
the data analysis as "good news” or "bad news.” Categorization of data and answers to the questions will depend on
students’ experiences, knowledge, and opinions about a topic.
Health: Data Bank Item 1
Data analysis: Life expectancy has risen significantly since 1960. There’s been a slight decline in life expectancy in the
most recent years. Causes: Advances in medicine and medical technology, especially in the areas of cardiovascular
disease and cancer. Questions: How is life expectancy impacted by factors like race, location (urban/rural, region/state),
income, etc.? Why has there been a recent decline in life expectancy? What does the trend look like if you go farther
back in history?
Health: Data Bank Item 2
Data analysis: Death rates from heart disease have decreased for all groups. The gap in death rates between racial
and ethnic groups has decreased over time. Decreases in death rates and the narrowing gap between racial and
ethnic groups appears to have stabilized in recent years. There are still very wide gaps in heart disease death rates
based on race and ethnicity. Causes: There’s been advances in medical devices, medications, and procedures to treat
and manage cardiovascular disease as well as broader awareness of prevention methods, however these have not
benefitted all groups equally. Questions: What have been the biggest drivers in the decreased heart disease death
rate? Why are there racial and ethnic disparities in the impacts of heart disease?
Health: Data Bank Item 3
Data analysis: Infant mortality has declined since 2000. U.S. infant mortality is significantly higher than comparable
countries and progress has stabilized recently. Causes: Inequitable access to health care in the U.S.; higher rates of
poverty in the U.S. than other developed nations; less money spent on preventative care, etc. Questions: Are the
metrics and methods for counting infant mortality comparable between countries? How are these numbers impacted
by factors like location (urban/rural, region), race, income, etc.? What does this trend look like earlier in American
history?
Health: Data Bank Item 4
Data analysis: Total screen media usage in kids is virtually the same as in 2011 (in other words, mobile usage has
replaced other forms of media, rather than adding to it). Mobile media usage in children has skyrocketed since
2011. Total media usage was on a downward trend, but when mobile devices became more prominent, media time
increased to previous 2011 levels. Causes: The rise of cell phones and iPads/tablets has made mobile media much
more accessible to children; increase in mobile device applications targeted towards children. Questions: What is the
recommended amount of media use for children age 0-8? Is there a difference in health impacts between viewing
mobile media versus other forms of media (TV, DVD, computer, etc.)?
Health: Data Bank Item 5
Data analysis: Consumption of fruit and legumes and nuts, both healthy food categories, have slightly increased. Total
calorie consumption has increased significantly (about 23 percent). Consumption of fats and oils has risen sharply and
sugar/sweetener consumption has risen somewhat. Causes: Increased availability of processed and sugary/sweetened
foods; increased frequency of eating outside the home (restaurants/fast food tend to use high amounts of oils and
sweeteners). Questions: What types of grains, fats and oils are people eating more of? What accounts for the majority
of additional calories people consumed in 2010? How does consumption differ regionally, or by socioeconomic group
or race? Is there more recent data?
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Environment: Data Bank Item 1
Data analysis: Both total waste recycled and composted, as well as percent, have increased significantly. Total waste
generation has seen a stabilizing trend since around 2000. Total waste generated and per capita waste amounts
have increased significantly since 1960. We’re still recycling or composting less than 40 percent of waste. The upward
trend in total, as well as percent recycled and composted waste, is stabilizing, indicating a lack of continued progress.
Causes: The U.S. population increased from 180 million in 1960 to 325 million in 2017, meaning an increase in the
number of people generating waste. At the same time, there is more awareness around the importance of recycling
and composting as well as an increase in programs and regulations that mandate recycling. Questions: How does
U.S. waste production compare to other developed nations? Do these trends differ regionally? Do the numbers for
recycled waste include waste that gets put in bins but can’t be processed? How have Chinese restrictions in accepting
U.S. recycling impacted these numbers over the past year?
Environment: Data Bank Item 2
Data analysis: More people think stricter environmental laws are worth the cost. During the Great Recession (20072009) there was an increase in the percentage of people who thought that strict environmental laws cost jobs and
hurt the economy. Causes: After the Great Recession (2007-2009), more people were prioritizing economic growth
and recovery over the protecting environment. After the economy recovered, the two sides reverted to a trend similar
to the mid-90s with over 60 percent of people prioritizing the environment. Questions: Who was the audience of this
survey? Is this a representative sample of Americans considering age, income, race, education levels, and location?
What might this trend look like if you go farther back in American history? Will this trend will be impacted by the
economic downturn resulting from the COVID-19 pandemic?
Environment: Data Bank Item 3
Data analysis: Forest area has mostly stabilized, despite a consistent increase in population size. Forest area appears
to be increasing in recent years. The South has seen big increases in forest planting since 1928. Forest planting in the
West and North have been on a slight downward trend since the mid-1970s. Trends in forest planting in the South are
not stable or consistent. Causes: Greater awareness of the need for sustainable forestry and healthy soil; laws dictating
replanting after harvesting. Questions: What is considered “forested land”? Are the forests remaining of the same
quality (considering fragmentation, old growth vs. new growth, etc.)? What is the difference between the number of
acres planted vs. the number cut down? How do increases/decreases in harvesting impact planting rates (i.e. is there
more planting when there are higher rates of harvesting)? How much timber is the U.S. importing and exporting (in
other words, not connected with the U.S. population size/demand)?
Environment: Data Bank Item 4
Data analysis: Per capita CO2 emissions have been steadily falling since around 2000, and there is a general downward
trend since the early 1970s. There is a large increase in the amount of energy being consumed from renewables.
Overall energy consumption has increased. The majority of energy still comes from non-renewable sources. Causes:
Renewable energy sources have become more accessible and inexpensive; there is greater awareness about climate
change and the impacts of fossil fuels; continued growth in industry and population impact total energy consumption.
Questions: What’s the trend in overall energy consumption per capita? Even though per capita CO2 has decreased,
how has U.S. population growth impacted the total amount of CO2 emitted? How does U.S. energy consumption
compare to the rest of the world?
Environment: Data Bank Item 5
Data analysis: CO2 emissions have declined somewhat since 2007. Virtually all parts of the country have seen an
increase in average surface temperature since 1901. CO2 emissions have declined, but not drastically. Causes: More
greenhouse gas in the atmosphere has causes temperatures to rise; while we’ve made some progress in decreasing
CO2 emissions, we still have a long way to go. Questions: Who/what are the greatest contributors of CO2 emission in
the U.S.? What do greenhouse gas emissions look like if you go back farther in history? What are the impacts of rising
annual temperatures in the U.S? Why might temperature change be less drastic or even decreasing in certain parts of
the country?
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Economy: Data Bank Item 1
Data analysis: Both food insecurity rates and poverty rates have returned to pre-recession levels. The trends for food
insecurity and poverty appear to be continuing downward. Over 35 million Americans are still living in poverty
and experiencing food insecurity (more than in 2000). It took 11 years to recover from the recession. Causes: Food
insecurity is strongly connected to income and when rates of poverty increase, so does food insecurity. During the
Great Recession, unemployment soared and we saw a steep rise in food insecurity. As the economy recovered, the
number of people experiencing poverty and food insecurity declined. Questions: How does the trend in the past 20
years compare with earlier in U.S history? What is the definition of food insecurity? How do these numbers compare
with other countries? Does food insecurity and poverty always increase as the result of an economic downturn?
Economy: Data Bank Item 2
Data analysis: Incomes have increased for every bracket since 1979. Incomes recovered and continued an upward
trend after the Great Recession. For the bottom 80 percent of people in America, incomes have grown by only a
fraction as compared with the top 1 percent and especially the top 0.1 percent. The bottom 80 percent of people
in America have not experienced a drastic increase in earnings after the Great Recession, as did the top 1 percent.
Causes: America has one of the largest wealth gaps of developed countries; there are vast inequalities in the education
system, wages, and economic opportunity. Questions: How much of the country’s wealth is held by each group? What
did incomes look like before 1980? Why have incomes for the top 1 percent and 0.1 percent increased so drastically
but not for the remainder of Americans? Who makes up the top 1 percent?
Economy: Data Bank Item 3
Data analysis: Unemployment hit a 19-year low in 2019. When you consider that unemployment spiked due to the
Great Recession, the decline isn’t as drastic. We see a sharp increase in the unemployment rate in March 2020. Causes:
Significant efforts (government programs, funding, structures) were put in place after the Great Recession to fuel the
job market. Questions: Who is counted in the unemployment rate? What types of jobs are people employed in? Are
they high quality jobs with livable wages? Are workers satisfied with their jobs? Does this account for part-time labor?
How does the trend look prior to 2007? What caused the spike in unemployment in March 2020 and is it expected to
continue?
Economy: Data Bank Item 4
Data analysis: The cost for 2-year institutions hasn’t increased as much as 4-year institutions. The increased cost may be
due to higher demand/more people attending college. Costs have risen significantly over the past 17 years. The cost
increase between 2000-2010 ($5,283) was much higher than the cost increase between 1985-1995 ($2,929) Causes:
Salary increases in faculty; cost of operations (services, housing, number of students attending); higher demand to
attend. Questions: How does this differ between public and private colleges? How do these increases compare with
wage growth between 1985 and 2017? Has this impacted the number or demographics of students attending college?
Is the increase in cost consistent around the U.S.? How much of the cost, on average, is covered by student loans?
Were tuition increases consistent with the rate of inflation?
Economy: Data Bank Item 5
Data analysis: The gender wage gap has been steadily closing since 1980. For workers ages 25-34, the gap was nearly
closed around 2010. There is still a significant gender pay gap in the U.S. For workers ages 25-34, the gap has been
widening since 2010. The trend toward closing the gap for “all workers” appears to have stagnated in recent years.
Causes: Women have made large gains in equality in the work force and positions of power since the 1980s. There are
now more women in highly skilled and managerial positions, more women completing higher education, and more
equality in the types of jobs held by women and men. However, inequity in the workforce and pay structures remain
and perpetuate the pay gap. Questions: What might have caused the decline in pay as compared to men for younger
female workers in recent years? Why is there more equality in the workforce for females aged 25-34 than for females of
all ages over 16? Since the graphs show percentages, how much of this change is a result of changes in men’s pay?
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© 2020 POPULATION CONNECTION
THE STATE OF OUR UNION
STUDENT WORKSHEET 1-2 – ANSWER KEY
Student Worksheet 1
1. Are there any data pieces that are completely good news or completely bad news?
Answers may vary. Many of the Data Bank Items have both positive and negative aspects.
2. Does anyone in your group disagree on what is considered good or bad news for a Data Bank Item?
Answers may vary.
Student Worksheet 2
1.
How did you choose which additional information to research about your topic?
Students likely chose additional information based on the questions they had after looking at the Data Bank Items for
their topic. They may also have felt that an important issue within their topic was not represented in their data set or
that the Data Bank Items for their topic did not accurately portray a topic.
2. Do you think another group could have come to a different conclusion about the trends within your topic?
Why or why not?
Perhaps. Students should recognize that their overall view on trends depends on their unique experiences, outlook,
and values. For example, one person might focus more on positive aspects while another person may focus on negative
aspects.
3. Look at the following graph of projected U.S. population growth. How do you think this population growth might
impact your topic area?
Answers will vary. Students may mention that a larger population may have more of an environmental impact (more
waste, demand for energy, etc.) and could lead to more economic inequality and strains on the health care system.
4. What are the limitations of having to reduce trends in your topic area to only 8 bullet points?
With such complex issues, it can be hard to identify large-scale trends and to synthesize them in just eight bullets.
Also students may have found information during their research that didn’t fit an overall trend, or was an outlier.
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© 2020 POPULATION CONNECTION