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3-1
Teachingguide
grad
es9–12
Meets National Standards for History, Civics, and Geography
Involve your students in the 2010 Census Thisteachingguidewillhelpyou
bringthecensustolifeandhelpyour
studentsdevelopimportantskills.
Thisvaluableprogramfitsyourhigh
schoolsocialstudiescurriculum.
INSIDE
FreelessonplansCompletelessonsandactivitiesforgrades9 12
ReproduciblestudentworksheetsPrintableassessment,activity,andskillspagesthatlinktolessons
GreatResourcesTeachingtoolsincludingcensusfacts,teachingtips,andcorrelationstonationalstandards
Findadditionalsupportmaterialsatwww.census.gov/schools
Lesson Strand Curriculum Connections Skills & Objectives
1A Nation Counts
AbouttheCensus
History,Civics
Understandthecensusanditshistoricalrole;recognizetheimportanceofapportionment;useatimelinewithrespecttocensusdevelopment
2Numbers Tell a Story
ManagingData
History,Civics,Geography
Connectcensusdatatohistoricalevents;analyzecensusdataforsocialandeconomicsignificance
3What's the Point?
AbouttheCensus
History,Civics,Geography
Identifywhousescensusdataandhow;traceimpactofcensusdata;presentfindingsingraphicformat
4Census and Apportionment
ManagingData
History,Civics,Geography
Describetherolethatcensusdataplayinupholdingtheprincipleof“oneperson,onevote”
5Census and Redistricting
AbouttheCensus
Civics,Geography
Learnabouttheuseofredistrictingdata;explorecongressionaldistricts
6Mapping the Census
MapLiteracy History,Geography
Learnaboutcartography;examinedifferencesbetweendataandtheirrepresentation;utilizemapmaking
7Reshaping the Nation
MapLiteracy Geography Learnhowtoreadanduseacartogram;explorenewwaystorepresentdata
8A Slice of the Census
AbouttheCensus
History,Civics,Geography
Explaintheimportanceofcensusquestions;describehowtheconceptofprivacyhaschangedsincethefirstcensus;explainthemeasurestakentoprotecttheconfidentialityofpersonalinformationonthecensus
9The Role of Individuals and Groups in the Census
CommunityParticipation
History,Civics,Geography
Describetheroleofindividuals,government,andpartnergroupsinthecensus
10Getting Active in the Census
CommunityParticipation
History,Civics,Geography
Identifywaysofparticipatinginthecensus;recognizeneedforcivicaction
1 1 Projections and the Census
ManagingData
History,Civics,Geography
Connectcensusdataandhistory;analyzecensusdatatomakepredictionsforthefuture
12What Do You Know?
AbouttheCensus
History,Civics,Geography
Demonstrateunderstandingoftheimportanceofthecensus;identifyessentialconceptsfromCensusinSchoolslessons
ScopeandSequenceGRADEs9–12
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C I V I C S GEOGRAPHY H I S T O R Y
Standard/Benchmark Lesson Number 1 2 3 4 5 6 7 8 9 10 11 12
sOCIAl sTUDIEs I.a. Analyze and explain the ways groups, societies, and cultures address human needs and concerns x x x x x x
II.b. Apply key concepts such as time, chronology, causality, change, conflict, and complexity x x x x x x
II.c. Identify and describe significant historical periods and patterns of change x x x x x x
III.c. Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information x x x x x x x x x
III.e. Describe, differentiate, and explain the relationships among patterns of population x x x x x x
V.b. Analyze group and institutional influences on people x x x x x x x x x x
V.c. Describe the various forms institutions take, and explain how they develop and change over time x x x x
V.f. Evaluate the role of institutions in furthering both continuity and change x x x x x
VI.a. Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare x x x x x x x x
VI.b. Explain the purpose of government and analyze how its powers are acquired, used, and justified x x x x x x x x
VI.c. Analyze and explain ideas and mechanisms to meet needs and wants of citizens x x x x x x x x x x
VII.d. Describe relationships among the various economic institutions that comprise economic systems x
IX.d. Analyze the causes, consequences, and possible solutions to issues, such as resource allocation x x x
X.a. Explain the origins and interpret the continuing influence of key ideals of the democratic republican form of government
x x x
X.b. Identify, analyze, interpret, and evaluate sources and examples of citizens’ rights and responsibilities x x x x x x x x
X.d. Practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic x x x x x
CIVICs I.A.3. Evaluate, take, and defend positions regarding the purposes of politics and government x x x x
I.C.2. Explain the various purposes served by constitutions x x
II.B.2. Understand the importance of volunteerism in American society x x x x
II.D.3. Understand the fundamental values and principles of American political life and their importance to the maintenance of constitutional democracy
x x
III.A.1. Explain how the United States Constitution grants and distributes power to national and state government x x x
III.B.1. Evaluate, take, and defend positions on issues regarding the purposes, organization, and functions of the institutions of national government
x x x x x
V.C.2. Understand issues regarding civic responsibilities of citizens in American constitutional democracy x x x x x x
V.E.5. Explain the importance of knowledge to competent and responsible participation in American democracy x x
GEOGRApHY 1.A. Produce and interpret maps and other graphic representations to solve geographic problems x x x x
1.B. Use maps and other geographic representations to analyze world events and suggest solutions to world problems x x x x
1.C. Evaluate the applications of geographic tools and supporting technologies to serve particular purposes x x x
4.C. Explain how social, cultural, and economic processes shape the features of places x x x x x x x
4.D. Evaluate how humans interact with physical environments to form places and the status of the individual in relation to general welfare
x x x x x
5.C. Identify human and physical changes in regions and explain the factors that contribute to those changes x x x x x x
5.D. Explain the different ways in which regional systems are structured x x x
5.A. Predict trends in the spatial distribution of population on Earth x x x
5.C. Explain the economic, political, and social factors that contribute to human migration x x x x
5.D. Evaluate the impact of human migration on physical and human systems x x x x x x
12.D. Describe the nature, causes, and geographic impact of change in urban areas x
18.C. Analyze a variety of contemporary issues in terms of physical and human systems x x x x
Sources: Curriculum Standards for Social Studies, National Council of Social Studies; National Geography Standards, The Geography Education Standards Project; National Standards for Civics and Government, Center for Civic Education.
National Standards and Benchmarks GRADEs 9–12 ™
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It’sAboutUsPROGRAM OVERVIEW
whocounts?Youcount.Yourstudentscount.Theirfamiliescount.
TheU.S.censushappensevery10years—sometimesonlyonceduringthetimethatyourstudentsareinschool!Thesematerials,developedbytheU.S.censusBureauandScholastic,willhelpyouensurethatthe2010censusdoesn’tcomeandgowithoutyourstudents’awareness.
You have an important role to play in the 2010 Census. Byengagingyourstudentswiththesematerialsandencouragingthemtohavetheirfamiliescompleteandmailbackthecensusform,youwillcontributetomakingthisamoresuccessful,moreaccuratecensus.asyouknow,anaccuratecensusisessentialtoourdemocracy. itdeterminescongressionalrepresentation;formsthebasisforredistrictingdecisions;contributestochoicesabouthowtodistributefederal,state,andlocalfunds;andenablesustocheckforcompliancewithcivilrights laws. italsoguidesthekindsofbusinessdecisionsthatmove
Needmoreteachingtools?Download the Census Fact Sheet and access additional resources at www.census.gov/schools.
Needlessonsfordifferentlevels?Access materials for other grade bands at www.census.gov/schools.
oureconomyforward.Beyondthat,thenationalcensusisasourceof importantdataandstatisticsthatareessentialtounderstandingournation.
Theaimoftheseclassroommaterialsistwofold:
1. Get Students Involved Studentswholearnaboutthecensus—itspurpose,uses,andimportance—arelikelytoparticipateinthecensusandbecomeadvocatesforthecensusparticipationoftheirfamiliesandcommunities.
2. Meet Educational Standards Theseactivitieswillenableyoutomeeteducationalgoalsandstandardswhilefittingintoyourcurriculum.
Your leadershipwillencourageyourstudents’enthusiasticparticipation, inbothclassroomactivitiesandthecensusitself.Tapintoyourstudents’desiretomakeadifferenceandeffectchangeonalargescalewiththesematerials.
Readontolearnmoreabouthowyoucansharetheimportanceofthecensuswithyourhighschoolstudents—andremember:it ’saboutus!
TEACHERRESOURCE™
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WhyTeachtheCensus?inMarch2010,acensusformwillbedeliveredtoyourstudents’homes.Youcanimaginehowsomeofthemmightrespond.“Sowhat?”theymightask. “Whyshould icareaboutthecensus?”The lessonsthatcomprisethecensusinSchoolsprogramhelpanswerthesequestions.Bylearningaboutthecensus—itsdevelopment, itsuses,andits logistics—studentswilldiscoverhowimportantparticipatinginthecensusreally is,andthatdoingsowillaffectthemnowandformanyyearstocome.
TheImportanceoftheCensusWeliveinarepresentativedemocracy. ifeveryoneisgoingtoberepresentedandhaveavoiceingovernment,weneedtoknowhowmanypeoplethat“everyone”includes.Thecountry’sfoundersunderstoodthis,sotheyput itrightintotheconstitution!article 1,Section2requiresthegovernmenttocountthenumberofpeopleinthecountryevery10years.
Thedatacollectedfromthiscountwilldeterminethenumberofrepresentativeseachstatehasincongress,whichaffects thenumberofelectors inpresidentialelections.andcensusdataareusedwithineachstatetodefinecongressionaldistricts,whichcanimpactcongressionalelections.Theseusesofcensusdataareatthefoundationofourdemocracy.
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WhyTeachtheCensus?(continued)
MoretotheCensusThanMeetstheEyenational,state,andlocalgovernmentsprovidethefoundationofourinfrastructure,frombuildingroadstosupportingessentialservices.
Buthowdodifferent levelsofgovernmentdecidehowfundsshouldbeused?Oneofthemost importanttools iscensusdata.The2010censuswillhelpdeterminehowmorethan$300billionoffederalmoneyisallocatedeachyear.Thiscanhaveadirecteffectonyourstudents’ lives.Theymayevenbenefitfromconstructionofanewschool!
strengthinNumbersThereisyetanothercrucialuseforcensusdata: tohelpensurethatamericansreceivethefairtreatmentthatcivilrightslawsguaranteeus.ThecensusprovidesdemographicdatathatthegovernmentusestoensurecompliancewithlawssuchastheFairhousingact,thecivilRightsactof1964,andtheVotingRightsactof1965.
Theeffectsoftheselawsareprofound.Forexample,howarehousingopportunitiesaffectedbytheraceofoccupants?censusdataprovidethisandother informationthatplaysacentralrole inensuringequalrightsforallamericans.
CensusinYourClassroomLookatthetextbooksyou’veusedovertheyears inyourclassroom.haveyouevernoticedhowmanyofthetablesonthosepagesrelyoncensusdemographicdata?infact,a lotoftheinformationandfiguresthatyouteacheverydaycomefromthecensus.Thinkofcensusdataasacompendiumof informationthathelpseveryonefromgovernmentofficialsandbusinessleaderstoteachersandstudents.
Bringingthisdataintoyourclassroomwillhelpsupplementmaterialthatyou’realreadyteachingandreinforceimportantsocialstudiesskills.Thelessonoverviewsthatfollowprovidestep-by-stepteachinginstructions.alongwiththeinteractiveworksheets,theselessonswillhelpyourstudentsunderstandhowimportant it istolearnaboutthecensus.
Visit www.census.gov/schools to access additional classroom resources.
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GRADEs9–12
TEACHER Lesson
1 ™
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. ANationCountsStrand: AbouttheCensusSkills and Objectives
UnderstandtheoriginsofthecensusanditsroleinU.S.historyRecognizethepoliticalimportanceofapportionmentbasedpurelyonpopulationUseatimelinetoplacesignificanteventssurroundingthecensusinthecontextof
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H I S T O R Y
U.S.history
Materials: ANationCountsStudentWorksheet1,copyoftheU.S.Constitution
Time Required:One40minuteclassperiod
Gettingstarted1. RemindstudentsthattheoriginsoftheU.S.census
datebacktotheConstitution.ReadaloudArticle1,Section2oftheConstitution,whichcallsforafullcountofthepopulationinordertoallocateseatsintheHouseofRepresentatives.Thisfullcountofthepopulationiscalledthecensus.ExplaintostudentsthatthisprocessofallocatingthenumberofseatsthateachstatehasintheHouseofRepresentativesiscalledapportionment.Pointoutthatthedecisiontobaseapportionmentonpopulationandnotonwealthorlandholdingswasaboldlydemocraticmove.Theuseofacensustodeterminerepresentation,ratherthansimplycountingthenumberofpeopletobetaxedortoserveinthemilitary,wasalsonovel.
2.Explainthatthecensushasevolvedovertime.Thefirstcensushadonlyafewcategoriesofdata,includingpopulationofmen,women,andenslavedandfreepeople.Every10years,Congresspassednewlegislation thatfundedandplannedthenextcensus.Overtime,thecensusgrewinscope,size,andcomplexity.
3.TellstudentsthatthecensushasrecordedmanyprofoundchangesinAmericanhistory.Forexample,thecensusdataof1920indicatedthatthecountrywasmoreurbanthanrural.Thosewhovaluedtraditionalruralwaysoflifewereconcernedthatcitieswouldlureyoungpeoplefromfarms.Informstudentsthatinlaterlessonstheywillbediscussingotherchangesrevealedbycensusdata.
4.Sharewithstudentsthatthecensushasundergonemanychangessinceitsinceptionmorethan200yearsago.Forexample,the1870Censususedatabulatingmachinecreatedbyacensusofficialtobetterhandlethegrowingstacksofdata.Forthe1880Census,aGeographyDivisionwasopenedtomakemappingmoreaccurate.Andin1902theCensusBureaubecameapermanentfederalagencyundertheDepartmentoftheInterior.Today,censusdataarenotonlyusedtoallocatecongressionalseatsbutalsotomakedecisionsabout
providingcommunityservices,andtodistribute300billiondollarsinfederalfundstolocal,state,andtribalgovernmentseachyear.
Usingstudentworksheet15.DistributecopiesofANationCountsStudentWorksheet1.
ExplaintostudentsthattheywillbecreatingatimelineofeventsinthehistoryoftheU.S.census.
6. InstructstudentstoconductresearchonthehistoryoftheU.S.censususinglibraryorInternetresourcessuchaswww.census.gov/history.Foradditionalonlineresources,refertothelastpageofthisguide.
7. Tellstudentstoalsoincludehistoricalfactorsthataffectedthecensus(suchastheCivilWar,westwardmovement,andimmigration)ontheirtimeline,alongwithmajorstatisticalmilestones,suchaswhentheUnitedStatesreached10millionand100millioninpopulation.
Answerstostudentworksheet11. Answerswillvary,butmayinclude:Basictabulating
machinesweremadeinthelate1800s.Simpleelectroniccalculatorsweremadeintheearly1900s.Computersplayedamajorroleinthesecondhalfofthe1900s.Theseadvancementsmadeiteasierforpeopletobecountedandhelpedleadtomoreaccuratedatatabulation.
2.Answerswillvary,butmayinclude:westwardexpansionwouldmakeitmoredifficulttocountthepopulationbecausethepopulationwouldbemorespreadoutacrossthecountry;newstatesandchangesinpopulationwouldleadtoadditionalseatsintheHouseofRepresentatives.
3.Answerswillvary,butmayinclude:Somepeoplemighthaveseenthecountry’sgrowthinpopulationandeconomyasasignofastrengtheningUnitedStates;conversely,peoplemighthavebeenwaryofbigchangessuchasimmigration,urbanization,andindustrializationasthiswouldhavepotentiallymeantadrawonresourcesandfeweravailablejobs.
Name: ____________________________________________________________ GRADEs9–12
STUDENT Worksheet
1 ANationCounts TheU.s.censushaschangedalotin200years.asournationgrew,thecensusgrewwithit.asdatacollectionmethodsbecamemoreadvanced,thecensusbecamemorecomplex.Todaythecensusisamassivestatisticalresourcethatmeasuresandtracksanever-changingnation.completethefollowingactivitytolearnmoreabouthowthecensushaschanged.
Conduct research online or at your school library to collect information in the following categories:
changesinthecensus���
historicalfactorsthataffectedthecensus���
Majorstatisticalmilestones���
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1790 FirstU.S.Census
April 1, 2010
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UsewhatyoulearnedintheclassdiscussionaswellasyourownresearchtoanswerthefollowingquestionsaboutthehistoryoftheU.s.census.writeyouranswersonthebackofthispage.
1) Whattechnologicaladvancementshaveinfluencedthecensus?How?
2) HowmightthewestwardexpansionoftheUnitedStateshaveaffectedthecensus?
3) Howmightpeoplehavefeltabouttheresultsofthecensusinthelate1800s?Whymighttheyhavefeltthisway?
Fillinthetimelinebelowwith10census-relatedeventsormilestones.
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GRADEs9–12
TEACHER Lesson
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ConnectcensusdatatohistoricaleventsUnderstandcauseandeffect,andhowtheyarereflectedincensusdataAnalyzecensusdataforsocialandeconomicsignificance
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H I S T O R Y
Materials: NumbersTellaStoryStudentWorksheet2,wallmap
Time Required:One40minuteclassperiod
Gettingstarted1. ExplaintostudentsthattheU.S.censushasmeasured
andtrackedthegrowthoftheUnitedStatessincetheearliestdaysofthecountry.Forthisreason,censusdataareagoldmineofinformationforhistorians.Censusdataarealsousefulforanyonestudyingcauseandeffectandtheconnectionbetweenstatisticsandtherealworld.
2.Dividetheclassintofourgroups.HaveeachgroupresearchthestatisticsmentionedinStep3below.Besuretopointouttostudentsthatdatacomefrommoresourcesthanthedecennialcensus.American FactFinder,locatedathttp://factfinder.census.gov,offersavarietyofinformationthatgoesbeyondthedatathedecennialcensusgathers.
3.Writethefollowingstatisticsontheboard:
3a.U.S.GrossDomesticProductin1929(incurrentdollarsnotadjustedforinflation):$103.6billionU.S.GrossDomesticProductin1933(incurrentdollarsnotadjustedforinflation):$56.4billion
3b.PercentPopulationChangeinOklahoma,1900–1910:109.7%
3c.FederalGovernmentSpending,aspercentageofGDPin1944:43.7%FederalGovernmentSpending,aspercentageofGDPin1954:18.7%
3d.Statesthatlostpopulationbetween1930and1940:KS;NE;ND;OK;SD
4.Explaintostudentsthatimportantorsignificanthistoricaleventsareoftenreflectedincensusdata.Invitestudentstoreviewthestatisticsontheboard,thenaskthemtothinkaboutwhichhistoricaleventmostlikelyledtoeachstatisticalchange.(Answers:3a.theGreatDepression;3b.theOklahomaLandRunandstatehood;3c.WorldWarII;3d.theDustBowl.)
Summarizeyourtalkbyleadingadiscussionaboutwhatothereventsinthepastmightbereflectedincensusdata.Possibleeventsinclude:westwardexpansion,warcasualties,warspending,immigration,economicboomsandcrises,industrialization,urbanization,suburbanization,etc.
Usingstudentworksheet25.DistributecopiesofNumbersTellaStoryStudent
Worksheet2.Instructstudentstostudythedatatableandanswerthequestionsthatfollow.
6.Allowstudentstousethewallmaptocomparetheworksheetdatawiththedataonthemap.
Answerstostudentworksheet21. Answerswillvary,butshouldincludethosecities
thatgainedpopulation:NewYork;LosAngeles;Houston;Phoenix;SanDiego;Dallas;SanAntonio;SanJose;Indianapolis;SanFrancisco;Jacksonville;Columbus;Austin;Memphis;orcitiesthatlostpopulation:Chicago;Philadelphia;Detroit;Baltimore;Cleveland;Washington,DC;St.Louis;Milwaukee;Boston;NewOrleans;Pittsburgh.
2.TexasandCalifornia
3.TheSouthwest
4.Answerswillvary,butmayinclude:relocationofindustrytosouthernstatesoranincreaseinimmigrationtotheSouth.
5.Aspopulationmovessouthandwest,politicalpowershiftsthere,too,includingHouseofRepresentativesseats,electoralvotes,andpoliticalinfluence.
6.Answerswillvary,butmayinclude:Onthelargemap,manyofthelargestcountiesareinthesameareasasthenewlargestcities;ontheinsetmapshowingnonEnglishspeakers,manyofthestateswiththehighestpercentagesofnonEnglishspeakersarethesamestatesasthosewithrapidlygrowingcities.
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Name: ____________________________________________________________
NumbersTellaStory TheU.s.censusisnearlyasoldastheUnitedstatesitself.Overthecourseofmore
statisticians,historians,anddecisionmakers.Thisinformationcanhelpusunderstandthepastandmakeeducatedplansforthefuture.
comparingcensusdatafromtwodifferentperiodsinhistoryallowsustodrawconclusionsabouthistoricaltrends.Forinstance,usingthechartbelowtocomparethemostpopulouscitiesin1960and2000allowsustoseehowurbanpopulationsintheUnitedStateshavechanged.
GRADEs9–12
STUDENT Worksheet
2 than200years,theU.S.censusBureauhasgatheredawealthofinformationfor
Most Populous U.S. Cities 1960 2000
Rank Place Population Place Population
1 New York, NY 7,781,984 New York, NY 8,008,278
2 Chicago, IL 3,550,404 Los Angeles, CA 3,694,820
3 Los Angeles, CA 2,479,015 Chicago, IL 2,896,016
4 Philadelphia, PA 2,002,512 Houston, TX 1,953,631
5 Detroit, MI 1,670,144 Philadelphia, PA 1,517,550
6 Baltimore, MD 939,024 Phoenix, AZ 1,321,045
7 Houston, TX 938,219 San Diego, CA 1,223,400
8 Cleveland, OH 876,050 Dallas, TX 1,188,580
9 Washington, DC 763,956 San Antonio, TX 1,144,646
10 St. Louis, MO 750,026 Detroit, MI 951,270
11 Milwaukee, WI 741,324 San Jose, CA 894,943
12 San Francisco, CA 740,316 Indianapolis, IN 781,870
13 Boston, MA 697,197 San Francisco, CA 776,733
14 Dallas, TX 679,684 Jacksonville, FL 735,617
15 New Orleans, LA 627,525 Columbus, OH 711,470
16 Pittsburgh, PA 604,332 Austin, TX 656,562
17 San Antonio, TX 587,718 Baltimore, MD 651,154
18 San Diego, CA 573,224 Memphis, TN 650,100
19 Seattle, WA 557,087 Milwaukee, WI 596,974
20 Buffalo, NY 532,759 Boston, MA 589,141
Answerthefollowingquestionsonthebackofthissheet.
1) Listthreecitiesthatgainedpopulationandthreecitiesthatlostpopulation.
2) Whichtwostateshavethemostcitiesappearingonthe2000list?
3) Basedonthelistedcities,whichregionofthecountrygainedthemostpopulation?
4)IfpopulationgrowthincitiessuchasHoustonandDallasisaneffect,whateconomicorsocialchangeduringthatperiodmightbethecause?
5) Whatcouldbethepoliticaleffectsofthepopulationshiftsfrom1960to2000?
6)Comparethedatatablestothewallmap.Findtwoparallelsbetweenthetrendsindicatedinthedatatableandthedataonthewallmap.
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Source:www.census.gov
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Strand: AbouttheCensusSkills and Objectives
IdentifywhousescensusdataandhowTracetheimpactofcensusdatafromCensus2000Presentfindingsinagraphicformat�
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Materials: TheCensusMakesaDifferenceStudentWorksheet3
Time Required:One40minuteclassperiod
Gettingstarted1. Tellstudentsthat,nowthattheyhavelearned
abouttheoriginsanddevelopmentofthecensus,theyaregoingtodiscussaverybasicquestion:What is the point of the census? Explainthatinthislessontheywilllearnaboutwhousescensusdata,howthedataareused,andtheimportanteffectsofthoseuses.
2.Startthediscussionbymakingathreecolumnchartonthechalkboard/whiteboard.Titlethethreecolumnsasfollows:
� DistributionofPublicFunds� Business/IndustryUse
GRADEs9–12
TEACHER Lesson
3 C I V I C S
� GovernmentPlanning
3.Explaintostudentsthatthesearethreewaysthatcensusdataareused.Leadaclassdiscussionabouteachcategoryandguidestudentstoprovideexamplesofeach.Writetheirresponsesinthechart.Ask:What are some examples of programs that are paid for with public money?(Possibleanswers:unemploymentbenefits,schoollunchprograms,roadrepair)Ask:How do you think business owners might use census data? (Possibleanswers:todecidewhethertoopenagourmetcoffeeshopinaparticularneighborhood,todecidewheretobuildanassistedlivingfacility,todeterminetheaveragesalaryinacomparablebusinesssothattheyknowhowmuchtopaytheiremployees)Ask:How might the government use census data to plan for the future? (Possibleanswer:governmentscanseewhereanarea’spopulationhasincreasedandplantobuildaschoolorpostofficethere.)
4.Discusswithstudentswhatkindsofdatawouldbeusedintheexampleslistedonthechart.Forexample,ifsomeonewantstoopenanewcoffeeshoptheymightwanttoseehowmanypeopleliveintheneighborhoodtoensurethattheywillhaveplentyofpotentialcustomers.
5.Summarizethemajorpointsofthediscussionandtellstudentsthatcensusdataareimportantinallthe
examplestheyhavelookedat.Explainthat,withthisbackground,theywillnowstudyhowdatafromCensus2000canbeused,andtheeffectsofthatuse.
Usingstudentworksheet36.Dividestudentsintopairs.ThendistributeTheCensus
MakesaDifferenceStudentWorksheet3.
7. Readtheinstructionsaloudasstudentsfollowalong.Tellthemthattheywillhavetherestoftheclassperiodaswellashomeworktimetocompletetheirresearchandcreateaposterorothergraphic.
wrap-up8.Duringthenextclassaskstudentstosharetheirfindings
withtherestoftheclass.Thesefindingsshouldbepresentedintheformofaposterorothergraphic.Aftereachpairhaspresented,askstudentstowriteashortsummaryofwhattheyhavelearnedinthislesson.
Answerstostudentworksheet3Answerswillvaryforallquestions.
Name: ____________________________________________________________ GRADEs9–12
STUDENT Worksheet
3 TheCensusMakes a Difference
DistributionofpublicFundsifyoudecidetoresearchhowpublicmoneyisusedbasedoncensusdata,goto“SubjectsPlannedforthe2010censusandamericancommunitySurvey”atwww.census.gov/Press-Release/www/2007/subjects_notebook.pdf.
Business/IndustryUseifyoudecidetoresearchbusinessorindustryuse,visit“economiccensus”atwww.census.gov/econ/census.Whatinformationisprovidedaboutthebusinessorindustrythatyouchose?ifyouwereabusinessperson,howwouldyouusethatinformation?howwouldyoubeabletousecensus2000datatoplanforyourbusiness?
Governmentplanningifyoudecidetoresearchhowthegovernmentcanusecensusdatatoplanforthefuture,visitwww.census.gov/
cac/www/doc/gov-orgs.doc.Discoverhowgovernmentagenciescanusecensusdatafortheirplanningpurposes.
Throughthisactivity,youandapartnerwilldiscoverwhousescensusdataandhowthedataareused.Startbydecidingwhethertoresearchpublicfunds,business/industryuse,orgovernmentplanning.Whicheverpathyouchoose,focusonyourstate,city,town,orcommunity.ThenusedatafromtheU.S.censusBureautoanswerthequestionsatthebottomofthepage.
Useinformationanddatafromyourresearchtoanswerthefollowingquestionstohelpyoucreateaposterorothergraphicthatdetailsyourresearchfindings.
1) Whichcensusdatawereusedinyourexample?
2) Whatbusinessesorgovernmentagenciesusedthatdata?
3) Forwhatpurposedidtheyusethedata?
4) Whatwastheoutcomeofthatuse?
5) Couldtheoutcomehavebeenreachedthroughothermeans?Ifso,how?Ifnot,whynot?
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GRADEs9–12
TEACHER Lesson
4 ™
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. CensusandApportionmentStrand: ManagingDataSkills and Objectives
UnderstandanddescribetherolecensusdataplayinapportionmentdecisionsDiscoverhowcensusdataareusedtoupholdtheprincipleof“oneperson,onevote”AnalyzetheconnectionbetweenapportionmentandtheElectoralCollege
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C I V I C S
Materials: CensusandApportionmentStudentWorksheet4,copyoftheU.S.Constitution
Time Required:One40minuteclassperiod
Gettingstarted1. Remindstudentsthatthecensusprovidesacountof
peopleforthepurposeofapportionment.Readaloudthefollowingfactsaboutapportionment:
� TheConstitutionprovidesthateachstatewillhaveaminimumofonememberintheHouseofRepresentatives.
� Between1790and1910,thenumberofseatsintheHousewasincreasedtoaccommodateagrowingpopulation.
� ThesizeoftheHousewascappedbyCongressat435seatsfollowingthe1910Census;itcanonlybeincreasedbyanActofCongress.
2.TellstudentsthatoneofthemainreasonsforconductingthedecennialcensusandkeepingtrackofpopulationchangesistoaccuratelyapportionthemembershipoftheHouseofRepresentativesamongthe50states.
3.Explainthat,followingacensus,seatsintheHouseofRepresentativesareautomaticallyreapportionedaccordingtothecensusdata.Inthepast,Congresshadtopassabillforapportionmenttotakeplace.However,in1929,1940,and1941,aseriesofactswerepassedtoallowforautomaticapportionmentsothatcensusdatawouldbeusedtorealignthenumberofseatsallocatedtoeachstate.Ifastatehasgainedpopulation,itmayreceiveadditionalseats.Ifastatehaslostpopulation,itmayloseseats.
4.Guidestudentstothinkaboutapportionmentasbeingatoolforpoliticalequality.Theprincipleof“oneperson,onevote”isafundamentalpartofourdemocracy,andtheapportionmentprocesshelpsensurethatthisprincipleismet.Thebiggestchallengewithapportionmentisensuringthatthe435seatsaredividedfairly.
5.AskstudentstopredictwhattheythinkmighthappeniftheirstateweretogainorloseaseatintheHouseofRepresentatives.(Possibleanswers:ThestatewouldhavemoreorlessrepresentationinCongress;thestatewouldhavetoredrawitscongressionaldistricts.)Explain
tostudentsthatwhileastatelosingaseatmayseem“unfair,”itisintendedtoaccuratelyreflectpopulationshiftsthroughoutthewholecountryandensurethatproportionalrepresentationismaintained.Nevertheless,nostatewantstoloseseats,whichiswhylocalleadersurgeresidentstoparticipateinthecensus.
Usingstudentworksheet46.DistributecopiesofCensusandApportionmentStudent
Worksheet4.Reviewthemapasaclass.Pointouttostudentsthat,inseveralstates,thenumberofseatschangedbetween1990and2000.Guidestudentstorecognizetheshiftinpopulationfromthenorthtothesouth.PointoutthatnorthernstatessuchasNewYorklostuptotwoseats,whilesouthernstatessuchasTexasgaineduptotwoseats.AskstudentstotheorizehowthismighthaveaffectedtheHouseofRepresentatives.
7. Instructstudentstousethe1990/2000apportionmentmap,aswellasoutsideresearch,toprojecthowthe2010CensusmightaffecttheapportionmentofHouseseats.Havestudentsfillintheblankmapwiththeirprojections.
wrap-up8.Explaintostudentsthatapportionmentalsoaffects
presidentialelections.IntheElectoralCollege,eachstatehasasmanyelectorsasithasrepresentativesandsenatorsinCongress.AddthreevotesforWashington,DC,andyoureachthetotalnumberofpresidentialelectors:538.
9.AskstudentstothinkabouthowapportionmentofHouseseatsaffectstheElectoralCollege.Tohelpexplaintheimpact,askstudentstolookcloselyattheirprojectionmaps.Askhowthechangeinelectorsmightinfluencehowpresidentialcandidatesruntheircampaigns.(Possibleanswers:Candidatesmightspendmoretimeinaparticularsectionofthecountrythathashadanincreaseinpopulation;campaignsmightputmoremoneyintoadvertisinginstatesthathaveanincreasednumberofelectoralvotes.)
Name: ____________________________________________________________
CensusandApportionment The map below identifies House of Representatives apportionment based on data from the 1990 Census and Census 2000.Whatconclusionscanyoudrawabouttheshiftinpopulationbasedonthereapportionment?
GRADEs9–12
STUDENT Worksheet
4
Source:www.census.gov
NV 3
OR 5 ID
2
MT 1
TX 32
WY 1
ND 1
SD 1
NE 3
KS 4
OK 5
MO 9
LA 7
AK 4
MS 4
IA 5
IL 19
IN 9
MI 15
WV 3KY
6
TN 9
VA 11
NC 13
SC 6
GA 13
AL 7
FL 25
OH 18
PA 19
WI 8
MN 8
WA 9
CA 53
UT 3
CO 7
NM 3
AZ 8
AK 1
VT 1
RI 2
DE 1
NH 2
CT 5
MD 8
MA 10
NJ 13
ME 2
NY 29
HI 2
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Projected Apportionment After the 2010 Census
Sta te gaining 2 seats State gaining 1 seat No changes State losing 1 seat State losing 2 seats
Change in House seats from 1990 to 2000
Usethisblankmaptoshowyourprojectionofhowapportionmentwilllookafterthe2010census.notehowmanyhouseofRepresentativeseatseachstatewillhave.Which states will have lost seats? Which states will have gained seats?
������
GRADEs9–12
TEACHER Lesson
5 ™
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. CensusandRedistrictingStrand: AbouttheCensusSkills and Objectives
LearnaboutthemethodsandpoliticsofredistrictingExploretheirlocalcongressionaldistrictsDebatethemeritsofdifferentredistrictingmethods
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C I V I C S
Materials: CensusandRedistrictingStudentWorksheet5
Time Required: Two40minuteclassperiods
Gettingstarted1. Remindstudentsthatinapreviouslessontheylearned
aboutapportionment.Ifneeded,reviewthedefinitionofthewordintheglossaryonthelastpageofthisdocument.Explainthattheywillnowlearnaboutredistricting,whichistheprocessbywhichstatelegislatorsorofficialsdrawthelinesforcongressionaldistrictswithinastate.
2.Explainthatredistrictingbecameespeciallyimportantafter1910,whenCongresscappedthesizeoftheHouseofRepresentativesat435.Thismeantthatitcouldn’tsimplygiveastatewithincreasedpopulationanewHouseseat.After1910,ifastategainedaseat,anotherstatehadtoloseaseattomakeupforit.
3.Tellstudentsthat,inthelate1920s,Congressrepealedarulethatrequireddistrictstobecompactandroughlyequallysizedwithinstates.Withthisnewflexibilityinhowtodrawdistricts,theartofredistrictingbecameamajorconcerninstatelegislatures.Theshiftofpopulationtobigcities,westernstates,andimmigrantcommunitiesledmanytodemandthatcongressionaldistrictsberedrawntoaccountforthenewpopulationtrends.Askstudentswhattheythinkmighthaveoccurredasaresultoftheredrawing.
4.Pointouttostudentsthatacommonoutcomeofredistrictingisthatsomedistrictsareoddlyshaped.Thisoccurswhenstateofficialsredrawdistrictsinordertoincludeparticularpopulationsinthosedistricts.
5.Todemonstrateredistrictingforyourstudents,askthemtodivideintofourevengroups.Assigntwogroupstoberuralvotersandtwotobeurbanvoters.Askstudentstositdownneartheirgroupmembers.Createthree“districts”fromthegroupsintheclassroom.Thefirstdistrictshouldbeallofoneruralgroupandonethirdofoneurbangroup.Theseconddistrictshouldbeanotherthirdoftheurbangroupandalloftheotherruralgroup.Thelastdistrictshouldbeallofthesecondurbangroupandtheremainingthirdofthefirsturbangroup.Ask
studentstoanalyzehowthesethreedistrictsmightvoteinacongressionalelection.Explainthatthefirsttwodistrictswouldelectsomeonewhosupportsruralpoliticssincetheyhavethemajority.Thethirddistrictwouldelectanurbanpolitician.Nextaskstudentshowtheycouldredrawthedistrictstomakethemmoreinfavoroftheurbanvoters.(Possibleanswer:Divideoneoftheruralgroupsintothirdsanddistributethemevenlyamongtheothergroups.)Explaintostudentsthatthisisasimplifiedwaytoshowhowredistrictingcanchangethepoliticallandscape.
Usingstudentworksheet56.DistributecopiesofCensusandRedistricting
StudentWorksheet5.Explaintostudentsthat,inthisactivity,theywillbeexploringredistrictingattheirownlocallevel.
7. Instructstudentstoconductresearchtofindinformationabouttheirowncongressionaldistrict.Guidetheminwritingashortessayornewsarticleabouttheirdistrictandhowitmightberedrawn.
wrap-up8. Inpreparationforthenextclass,dividestudentsinto
fourevengroups.Informstudentsthattheywillholdadebateabouthowcongressionaldistrictsshouldbedrawn.RefereachgrouptotheDebateStatementandDebateTipsthatappearinPartIIofCensusandRedistrictingStudentWorksheet5.
9.Assigngroupstothe“Yes”or“No”position.Explainthatduringthedebateeachsidewillbeallowedtospeaktwiceforuptothreeminuteseachtime:oncetopresentitsargumentandonceforrebuttaloftheotherside’sargument.Thesideinfavorofthedebatestatementwillpresentfirstandwillreceiveanextraoneminutecounterrebuttalattheend.Note:Therewillbetwosetsofdebates.
10. Inclass,orforhomework,havemembersofeachgroupconductresearch,takenotes,andcollecttheirthoughtsabouttheirsideofthedebate.Oncetheyhavecompletedtheirresearch,holdthetwodebatesinclass.
Name: ____________________________________________________________ GRADEs9–12
STUDENT Worksheet
5 CensusandRedistricting pARTI
You’ve learned that the boundaries of your congressional district are drawn by state officials. congressionaldistrictsareoftenchanging—theirboundariesareredrawnperiodicallyinordertoadapttochangesinpopulation.Tobestunderstandtheprocessofredistricting,itishelpfultotakealookatasingledistrictandgettoknowitscharacter.Followthesestepstolearnmoreaboutthepracticeofredistricting:
� �Conduct research tolearnaboutyourcongressionaldistrict.ifyoudon’tknowwheretostart,gotothehouseofRepresentativesWebsite(www.house.gov)tofindyourdistrict.
� � �Write a one-page essaydiscussingyourdistrictandtheareathatitcovers.Summarizetheeconomicandsocialcharacteristicsofthepeoplewholiveinyourdistrict.
pARTIITherearemanypointsofviewwhenitcomestoredistrictingandstrongargumentstobemadeonallsidesoftheissue.gatheringroupstoholdadebateaboutredistricting.UsetheDebateStatementandDebateTipsbelowtohelpyourteamprepare.
� �Do the research: itismucheasiertodebateatopicthatyourwholegroupisknowledgeableabout,sogetthefactsbeforeyoustart!
� �Use examples:Usingspecificexamplestosupportyourpositionwillstrengthenyourargument.
� �Get organized: haveallofyourresearchandexamplesreadyandatyourfingertips.
� �Be prepared: anticipatewhattheothergroupmightsay,andbereadywithvalidandorganizedinformationtorefutetheirarguments.
DebateStatement:Congressional districts should be based on geographic location, not population counts.
DEB
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GRADEs9–12
TEACHER Lesson
6 ™
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. MappingtheCensusStrand: MapLiteracySkills and Objectives
LearnthekeyelementsofcartographyExaminethedifferencebetweendataandtheirrepresentation��
GEOGRAPHY
Createamapusingcensusdata�
Materials: MappingtheCensusStudentWorksheet6,atlasorglobe
Time Required:One40minuteclassperiod
Gettingstarted1. Directstudents’attentiontothewallmap.Remind
studentsthatthesemapsarevisualrepresentationsofdata.Eachmapontheposterfeaturesadifferentsetofdata.Thelegend,orkey,canbefoundinasmallboxnearthemapandexplainswhatthesymbolsandcolorsoneachmaprepresent.Thecolorsandcorrespondingnumbersinthekeyrepresentadatarangeshownonthemap.
2.Askforvolunteerstocomeuptotheposterandidentifythedatarangesforeachmap.Thenasktheclasstolistsimilaritiesanddifferencesbetweenthemaps.(Examples:Asimilarityisthatallofthemapsusecolorgradationstoindicaterangesofdata;adifferenceisthatthelargermapbreaksstatesdownintocounties,butthesmallermapsdonot.)
3.Useexamplesfromanatlas,globe,orothersourcetoshowavarietyofmaps,suchasphysicalorpolitical.Explainthat,likethewallposter,mostmapsshowfixedphysicalorpoliticalboundariesofareas.However,somemaps,suchascartograms,changeshapeaccordingtothedatatheyarerepresenting.TellstudentsthattheywilllearnmoreaboutcartogramsinLesson7.
4.ExplainthattheU.S.censusgeneratesmillionsofdatapointsevery10years.Thecensusisanactofdatacollection,whileamapisatoolfordatarepresentation.Amapisaquickandeasywaytopresentdatatousers.
Usingstudentworksheet65.DistributeMappingtheCensusStudentWorksheet6.
TellstudentsthattheywillbecreatingamapoftheirownusingdatatheyfindontheCensusBureauWebsite.
6. InstructstudentstovisittheAmerican FactFinder siteat http://factfinder.census.gov.Pointoutthattherearecountlesswaystofinddataonthesite,butclickingGet Dataunder“DecennialCensus”mightbethefastest.
Use your classroom wall map to show students how data can be mapped.
7. Studentsshouldgeneratetheirowntableofdata.Thedatashouldbebystate,ratherthanbynationorregion.Studentsshouldhavedataforeverystate.Oncetheyhavegeneratedatable,theycanprintitorsaveit.
8. Inordertoseparatetheirdataintorangesforthemap,instructstudentstoarrangethedatafromleasttogreatest,anddividethedataaccordingtothenumberofrangestheywant(betweenthreeandfive).Hint:Sortingthedatafromleasttogreatestiseasiestiftheydownloadthetableasaspreadsheetandusethe“sort”function.
9.Thekeyshouldassignacolortoeachoftheranges.Havestudentsfillintheblankmapontheirworksheet.Remindthemtogivethemapatitle.
wrap-up10. Havestudentssharetheirfinalmapswiththeclass.
Discussthedifferentwaysthatstudentsrepresenteddatawiththeirmaps.
Name: ____________________________________________________________ GRADEs9–12
STUDENT Worksheet
6
NV
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Map Title:
MappingtheCensus
Map Key
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FindtheData:UseAmerican FactFinder onthecensusBureauWebsitetogatheryourdata.generateatableofdatabystate,ratherthanbynationorregion,soyouhaveadatasetforeachstate.Saveyourtableasaspreadsheet.
processtheData:Toseparateyourdataintorangesforthemap,arrangethedatafromleasttogreatestanddividethedataaccordingtothenumberofrangesyouwanttouse(betweenthreeandfive).
MaptheData:assignacolortoeachoftheranges.Fillinthemapbelow.Remembertoaddatitle!
ReshapingtheNation
Skills and Objectives Learnhowtoreadanduseacartogram���Explorenewwaystorepresentdata���
Strand: MapLiteracy
GRADEs9–12
TEACHER Lesson
7 Materials: ReshapingtheNationStudentWorksheet7
Time Required:One40minuteclassperiod
Gettingstarted1. Informstudentsthattheywillnowbelearningabout
aparticulartypeofmapcalledacartogram.Remindthemthataconventionalmaphasfixedboundaries,liketheborderoftheUnitedStates.Explainthatacartogramchangesshapeaccordingtothedatathatitincludes.
2. Providestudentswiththefollowingexample:AcartogramrepresentingtheU.S.populationwouldshowpopulousstatesasverylargeandlowpopulationstatesassmall,regardlessoflandarea.Thismeansthatonthecartogram,ConnecticutwouldbeseventimeslargerthanWyoming,eventhoughWyominghas20timesmorelandthanConnecticut!Pointoutthatthepopulationcartogramisnotshowingtheexactnumericaldata,butinsteadisrepresentingstates’populationsinrelationtootherstates’populations.
3. Asktheclasstoconsiderwhycartogramsmightbeusefultools.Guidetheminthediscussionbypointingoutthatcartogramsrepresentinformationincreativeandefficientforms.Cartogramsbreaksomerulesoffixedboundariesbutareabletovisuallycommunicateinformationinnewways.
4. AsktheclasshowthecartogramdescribedintheConnecticut/Wyomingexamplecommunicatespopulationnumbersbetterthanaconventionalmap.(Possibleanswers:Thedataarerepresentedbythesizeofthestateratherthanbyanumberonamap;itiseasiertocomparestatesizes.)Askhowthatcartogrammightbeusefultoapresidentialcandidateorgovernmentofficialwhoisinchargeofdistributingsocialservices.(Possibleanswers:Apresidentialcandidatewantstowinthemostpopulousstatesandneedstouseresourcesmostefficiently;agovernmentofficialneedstoknowwherethemostpeopleliveinordertoservethem.)
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GEOGRAPHY
Usingstudentworksheet75.DistributecopiesofReshapingtheNationStudent
Worksheet7.Havestudentsstudythecartogramontheworksheet.
6.Guidestudentsincompletingthequestions.Allowstudentstolookcloselyatthewallmapinordertomakecomparisons.
wrap-up7. Reviewstudents’answerstoquestionsontheworksheet
asaclass.
8.Leadaclassdiscussionabouthowthecartogramcomparestothemedianincomemapontheclassroomposter.
Answerstostudentworksheet71. Massachusetts
2.Answerswillvary.
3.Thepositionsofthestatesaremaintained,whiletheshapes,boundaries,andlandareasarenot.
4.Clustersofhighincomestates;regionaldifferencesinincome.
VA$46,677
DC$40,127
LA$32,566
MD$52,868
DE$47,381
NJ$55,146
CT$53,935
RI$42,090
MA $50,502
MI$44,667
IN$41,567
ME$37,240
NH$49,467
VT$40,856
NY$43,393WI
$43,791
IL$46,590
MN$47,111
MT$33,024
WA$45,776
ID$37,572
OR$40,916 WY
$37,892
CA$47,493
NV$44,581
KS$40,624
UT$45,726 CO
$47,203
OK$33,400
AZ$40,558 NM
$34,133
TX$39,927
NC$39,184
TN$36,360
SC$37,082GA
$42,433
MS$31,330
AL$34,135
FL$38,819
WV$29,696
KY$33,672
AR$32,182
MO$37,934
SD$35,282
IA$39,469
NE$39,250
ND$34,604
PA$40,106
AK$51,571
HI$49,820
OH$40,956
VA $46,677
DC $40,127
LA $32,566
MD $52,868
DE $47,381
NJ $55,146
CT $53,935
RI $42,090
MA $50,502
MI $44,667
IN $41,567
ME $37,240
NH $49,467
VT $40,856
NY $43,393WI
$43,791
IL $46,590
MN $47,111
MT $33,024
WA $45,776
ID $37,572
OR $40,916 WY
$37,892
CA $47,493
NV $44,581
KS $40,624
UT $45,726 CO
$47,203
OK $33,400
AZ $40,558 NM
$34,133
TX $39,927
NC $39,184
TN $36,360
SC $37,082GA
$42,433
MS $31,330
AL $34,135
FL $38,819
WV $29,696
KY $33,672
AR $32,182
MO $37,934
SD $35,282
IA $39,469
NE $39,250
ND $34,604
PA $40,106
AK $51,571
HI $49,820
OH $40,956
Cartogram: Median Household Income
Median Household Income for the United States: $41,994
: , . .
Name: ____________________________________________________________ GRADEs9–12
STUDENT Worksheet
7 cartogramsgiveusawholenewwaytolookatmapsanddata.Theybreakafewrulesofnormalmap-makingbutprovideavaluableservice.cartogramscancommunicatedatavisuallyinnew,intuitiveways.ThecartogramontherightisarepresentationofU.S.medianincomebystate.Study the cartogram and then answer the questions that follow on a separate sheet of paper.
Reshapingthe Nation
1) Whichstatehasagreatermedianincome,KansasorMassachusetts?
2) Findyourstateonthecartogram.Lookattheotherstatesaroundit.Howdoesyourstate’smedianincomecomparetothatofsurroundingstates?Whydoyouthinkthisis?
3) Whichrulesofcartographyhavebeenfollowedandwhichhavebeenbrokeninthiscartogram?
4) Comparethecartogramtotheinsetmapontheclassroomposterthatalsoshowsmedianincome.Whatdoesthecartogramquicklycommunicatethattheregularmapdoesnot?
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Source:census2000,U.S.censusBureau
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GRADEs9–12
TEACHER Lesson
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ASliceoftheCensusStrand: AbouttheCensusSkills and Objectives
ExplaintheimportanceofeachcensusquestionDescribehowtheconceptofprivacyhaschangedsincethefirstcensusExplainthemeasurestakentoprotecttheconfidentialityofpersonalinformationonthecensus
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H I S T O R Y
Materials: CensusFormsandConfidentialityStudentWorksheet8,2010Censusformcopy
Time Required: One40minuteclassperiod
Gettingstarted1. Downloadtheinformationalcopyofthe2010Census
formbygoingtowww.2010.census.gov andclickingonMaterials.Distributeacopyoftheformtoeachstudent.RemindstudentsthattheCensusBureaudoesmorethanjustdistributecensusforms.InthislessonstudentswilllearnspecificallyaboutthedecennialcensusformthatAmericanswillfilloutin2010.
2.Pointouttostudentsthatthereareveryfewquestionsonthe2010Censusform.Tellthemthatinthepastsomehouseholdsreceiveda“longform”versionofthecensus,whichcontainedmorethan50questions.Otherhouseholdsreceivedashorterversion.The2010Censusmarksthefirsttimeinmanyyearsthatthecensushasbeenthisshortforeveryone!Askstudentswhytheythinktheformmaybeshorterthistime.(Possibleanswers:TheCensusBureauwantstomakeiteasierforpeopletocompletetheform;informationthatusedtobecollectedusingthelongformcannowbegatheredinotherways.)
3.ExplaintostudentsthatmostofthequestionsthatwereincludedonpastcensusformsarenowpartoftheAmerican Community Survey (ACS).Unlikethecensus,whichisconductedonceevery10years,theACSgoesouttoamuchsmallerpopulation,butisconductedmoreoften.Tellstudentsthatalthoughthe2010Censusquestionnaireisshort,theycanstilllearnalotfromtheinformationthatitgathers.
4.Explaintostudentsthelogisticsofhowthecensusistaken:InMarch2010,everyhouseholdinthecountrywillreceiveacensusformtofilloutandsendbacktotheCensusBureau.ExplaintostudentsthattheformistobefilledoutwithinformationthatisaccurateasofApril1,2010,eveniftheformiscompletedbeforeorafterthatspecificdate.Thisway,theCensusBureaucanbesurethatallgathereddataarebasedonthesamedate.Askstudentstothinkaboutwhatmighthappenifsomeonedoesn’tcompletetheformwithinformationbasedonApril1.Finally,explainthataftermidApril,ifpeopledon’treturntheircompletedforms,theCensus
Bureauwillsendcensusworkersdoortodoortoconductinpersoninterviews.
5.Readthrougheachquestionasaclass.Asyoudo,askstudentstodrawonwhattheyhavelearnedinpreviouslessonsaboutwhyeachquestionisaskedandwhattheresultingdataareusedfor.Formoreinformation,directstudentstoreadaboutthequestionsattheCensusBureauWebsite:www.census.gov/Press-Release/ www/2007/subjects_notebook.pdf.
6.RemindstudentsthatcollectingdataisonlyhalfoftheCensusBureau’sjob.Theotherhalfofthejobishandlingthedataoncetheyarecollected.Besidessortingandpublishingthesummarizeddata,theCensusBureaugoestogreatlengthstoprotecttheconfidentialityofthedata.Title13oftheU.S.Coderegulatesthecensusandincludeslegalmeasurestoensurethisconfidentiality.
7. TheCensusBureauprotectsconfidentialitybyremovingpersonallyidentifiableinformation,suchasnamesandaddresses,fromdatafiles.TheBureaualsohasmanysecuritymeasuresinplacesothatonlyarestrictednumberofauthorizedpeoplehaveaccesstoprivateinformation,whichisonlyusedforinternalpurposes.Violatingtheconfidentialityofcensusdataisafederalcrime.
Usingstudentworksheet88.DistributeCensusFormsandConfidentiality
StudentWorksheet8tostudents.Readthetopsectionoftheworksheettogether.Explainthatstudentsaregoingtoexploreanimportantissuesurroundingcensusdata:confidentiality.Assignthe“Interpretation”questionsashomework.
wrap-up9.Leadadiscussionabouthowtheconceptofprivacy
haschangedsincethefirstcensus,includingpossiblecontributingfactors,suchasnewtechnology,newusesforinformation,andnewnotionsofpersonalidentity.Discusshowthesechangesmightaffectamoderndayperson’sresponsetoreceivingacensusform.ConcludewithTitle13’sguaranteeofprivacyandtheimportanceofeveryhousehold’sparticipationinthecensus.
CensusFormsandConfidentiality
InterpretationRead the prompts below. Then express your opinion by writing a two-paragraph essay to answer each question.
1) Somepersonaldetailsseemmoreprivatethanothers.Lookattheitemsthatappearonthecensusform,andrankthemaccordingtohowmuchyouwouldliketokeepthemconfidential.Thenanswerthequestion:Whyistheconfidentialityofcensusdataimportanttomostpeople?
2) Businessdatahavebeencollectedsincetheearly1800sandcanhavemanyuses.Whymightsomeonewantbusinessdatatobepublic?Whymightabusinessownerwantconfidentiality?
3) Theconceptofprivacyisfacingsomechangestoday,dueinparttotheinternet,realityTV,andsocialnetworkingWebsites.Doyouthinkthebasicamericanideaofprivacywillchangemuchoverthenext10years?Doyouthinkyourideaofprivacyisdifferentfromthepreviousgeneration’s?
QU
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sName: ____________________________________________________________
GRADEs9–12
STUDENT Worksheet
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Backthen…� �1790-eralegislationrequiredcompletedcensusquestionnairestobe
postedinapublicplaceforfact-checking(thislasted50years).
� �afterbusinessowners—whoworriedaboutkeepingtheirmanufacturinginformationsecret—raisedconcerns,resultswerenolongerpostedinpublicbeginningwiththe1850census.
Thecensusbecomesmoreconfidential…� �after1890,copiesofcensusdata
andinformationwerenolongersenttolocalorcountyoffices.
� �in1902thecensusBureaubecameapermanentfederalagencyundertheDepartmentoftheinterior.
� �Keylegislationprotectingconfidentialityinthecensuswaspassedin1954.
Today...ThecensusBureauhasoneofthestrongestconfidentialityguaranteesinthefederalgovernment.allcensusBureauemployeestakeanOathofnon-Disclosureandareswornforlifetoprotectconfidentiality.ThatmeansthatnoinformationcanbesharedbyacensusBureauemployeeunderanycircumstances.noteventheFBihasalegalrighttoaccesscensusinformation.Thepenaltyforunlawfuldisclosureofinformationisuptofiveyearsinprisonand/ora$250,000fine!
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TheRoleofIndividualsandGroupsintheCensusStrand: CommunityParticipation C I V I C S
Skills and Objectives DescribetheimportantrolesindividualsplayinthecensusUnderstandtherolesgovernmentagenciesplayinthecensusExplaintherolepartnergroupsplayinensuringcensusparticipation
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Materials: TheRolesintheCensusStudentWorksheet9 whyitisimportant.AskstudentstolistthethreemostimportantfactstheylearnedinthislessonaboutrolesinTime Required:One40minuteclassperiodthecensus.Tellstudentsthatinthenextlessontheywillexplorehowtheycanparticipateinthecensusandhow
Gettingstarted theireffortscancontributetoanaccuratecensuscount.
1. Explaintostudentsthattheywillbeexploringtherolesthatindividuals,governmentagencies,andpartner Answerstostudentworksheet9groupsplayinensuringthesuccessofthe2010Census.
Students’chartsshouldincludethefollowingdetails:2. Pointoutthatittakesalotofpeopletomakea 1. Census Workers:Censusworkersupdateaddresslists
successfulcensus.Askstudentstobrainstormwhichandinterviewcommunityresidentstoensureaslarge
individualsandgroupsmightbeinvolved.Remindaresponseaspossible.
themtodrawonwhattheyhavealreadylearnedaboutthecensusprocess.(Possibleanswers:census 2. Census Respondents: Therearefourreasonstoworkers,censusrespondents,thepresident,publicists, completeandreturncensusforms:1)Itaffectsstatisticians,demographers,membersofCongress,and congressionalrepresentationandcommunityfunding.partnergroupssuchaschurches,communitygroups, 2)It’seasy.3)It’sconfidential.4)It’srequiredbylaw.andbusinesses) 3. Publicists: Manypeoplebothwithinandoutsideof
3.Tellstudentsthattheyaregoingtofindoutmoreabout theCensusBureauestimatethatthe1990Censuswhattheseindividualsandgroupsdotomakethe undercountedsomegroups.Inresponse,theCensuscensushappen.Dividetheclassintogroupsoffouror Bureauundertookahugepublicitycampaignin2000fivetocompletethelessonactivity. togetmorepeopletocompletetheircensusformsand
ensureamoreaccuratecount.Thatefforthasbeenrenewedforthe2010Census.Usingstudentworksheet9
4. Partner Groups:Partnergroupsareorganizations4.DistributeTheRolesintheCensusStudentWorksheet9thataretrustedbytheircommunities,sotheircensustoeachgroup.endorsementcanencouragemorepeopletocomplete
5. Assigneachgrouponeofthefollowinggovernment theircensusforms.entities:theCensusBureau,theDepartmentof
5. Government Entities:VariousentitieshelpmaketheCommerce,theHouseofRepresentatives,orthecensushappenevery10years.FromtheCensusBureau,President/ExecutiveBranchofthegovernment.Thenwhichcollectsthedata,toCongress,whichauthorizesassigneachgrouponeofthefollowingtypesofpartnerfundingforthecensus,manyentitieshaveahandinthegroups:businesses,faithbasedorganizations,schools,deliveryandcollectionofthecensus.electedofficials,orcommunity/serviceorganizations.
wrap-up6.OncegroupshavecompletedTheRolesintheCensus
StudentWorksheet9,bringtheclasstogetherforadiscussionoftheirfindings.Gothrougheach“Who”entryonebyone.Havestudentssharewhattheyhavelearnedaboutwhateachgroup/individualdoes,and
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Name: ____________________________________________________________
The Roles intheCensusworkasagrouptofindoutmoreabouthowindividualsandgroupsparticipateinthecensus.Startwiththeparticipantsidentifiedbelow,andusetheWebsitesprovided.Fillinthechartatthebottomofthepagewiththeinformationyougather.Thenresearchotherparticipantsandcreateaseparatechartonthebackofthissheetthatincludesinformationaboutthem.
GRADEs9–12
STUDENT Worksheet
9
Forinformationonparticipants1–3,visitwww.2010.census.govandfollowthedirectionsbelowtolocatedetailsabouteachgroup.
1) CensusworkersClickontheJobstabatthetopofthepage.
2) CensusRespondentsClickonthetabmarkedAbout 2010 Census,andthenfindthetabontheleftthatsays“Whyfilloutthecensusform?”
3) publicistsUnder“MoreInformation”ontheleft,clickMaterials.Scrolldownandlookfor“2010CensusIntegratedCommunicationsCampaignPlan(Synopsis).”ClicktheimagetodownloadtheCensusPlanSynopsisPDF.
4) partnerGroups� Business Groups: http://2010.census.gov/2010census/pdf/FactSheet_Business.pdf
� Faith-Based Organizations: http://2010.census.gov/2010census/pdf/FactSheet_Faith.pdf
� State, Local, and Tribal Governments: http://2010.census.gov/2010census/pdf/2010_CCC_Guide_Final.pdf
� Community/Service Organizations: http://2010.census.gov/2010census/pdf/FactSheet_Comm_Rev41608.pdf
5) GovernmentEntities� Census Bureau:www.census.gov
� Department of Commerce: www.commerce.gov
� House of Representatives: www.house.gov
� President/Executive Branch: www.whitehouse.gov
wHO wHATTHEYDO wHYIT’sIMpORTANT
Census Workers
Census Respondents
Publicists
Partner Groups
Government Entities
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GettingActiveintheCensus™
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Strand: CommunityParticipationSkills and Objectives
Identifywaystoparticipateinthe2010CensusMakeanactionplantoparticipateinthe2010CensusUnderstandtheneedforcitizenactionandtheriskofundercountsParticipateinthe2010CensusandevaluatetheexperienceIdentifytheskillsandabilitiesusedintheseactivities
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C I V I C S
Materials: GettingActiveintheCensusStudentWorksheet10 encouraginglocalbusinessesandotherorganizationstopartnerwiththeCensusBureau;joiningtheeffortsTime Required: One40minuteclassperiod
GRADEs9–12
TEACHER Lesson
10
ofapartnergroupalreadyinthecommunity;gettingthelocalgovernmenttodonatespacefortraining
Gettingstarted censusworkers;writingletterstotheeditorsoflocalnewspapersurgingpeopletocompletetheircensus1. Thislessonbuildsonwhatstudentshavelearnedinforms;holdinganeventtopublicizethecensusandpreviouslessonsaboutwhythecensusisimportant,gettingthelocalmediatocovertheevent;gettinghowitisadministered,andthedifferentrolespeoplethelocalcablecompanytodonatetimeforpublicplayinmakingthecensusareality.Withthisknowledgeserviceannouncementsthatstudentsmake.inhand,studentscanstarttothinkaboutwhattheycan
dotoensurethesuccessofthe2010Census. 5.DirectstudentstotheCensusBureauWebsitetogetmoreideasandfindpromotionalmaterialsthatmight2. Reviewwiththeclasswhattheyhavelearnedsofarbybeusefulfortheirprojects.Sharethefollowinglinksposingthesequestionsduringaninclassdiscussion:withstudents:
What makes the census important? Forparticipationideas:http://2010.census.gov/
Why is it important for people to complete and return 2010census/more_information/007657.html their census forms?
Forpromotionalmaterials,goto:http://2010.census In what ways do individuals and groups contribute to .gov/2010census/thenclickonMaterials.making the census a success?
3.Followingtheclassdiscussion,explaintostudentsthat, Usingstudentworksheet10inrecentyears,amajorchallengeforthecensushas 6. DistributeGettingActiveintheCensusStudentbeentheissueofundercounts.Defineundercountasthe
Worksheet10.Explaintostudentsthattheworksheetdifferencebetweenthenumberofpeoplecountedduring
willguidethemthroughtheprocessofbecomingthecensusandthenumberofpeoplethattheCensus
participantsinthe2010Census.Bureaudetermines,inapostcensusanalysis,shouldhavebeencounted.Undercountscanaffectthedistributionoffederalfundsandresultinpoliticalmisrepresentation. wrap-upFormoreinformationaboutundercounts,visit: 7. Encouragestudentparticipationthroughouttheschoolwww.census.gov/dmd/www/techdoc1.html. year.Haveyourclassfollowtheresultsoftheirfellow
students’projects.Forexample,ifsomestudentsmake4. Tellstudentsthattheeasiestwaytheycanparticipateapublicserviceannouncement(PSA),trackwhentheinthe2010CensusistoencouragetheirfamiliestoPSAisshownoncablechannelsorispostedonthecompletetheircensusform.Thenaskstudentswhatschoolortown’sWebsite.elsetheycanimaginethemselvesdoingtoparticipate
inthe2010Census.Astheystateideas,writethemdownonpaperorontheboard.Possibleanswersinclude:applyingforaparttimejobasacensusworker(forthosestudentswhoareoldenough);gettingthewordoutinthecommunitysopeoplecompletetheircensusformsandsendthemback;
Name: ____________________________________________________________ GRADEs9–12
STUDENT Worksheet
10 Getting Active intheCensus Thinkaboutthewaysthatyoucanparticipateinthecensus.Thenwork
withyourgrouptoanswerthefollowingquestionsandsetupanactionplan:
1) Whatactivityareyougoingtopursue?
2) Whatgoaldoyouhopetoachievethroughthisactivity?
3) Whatstepswillyouneedtotaketomakeyourparticipationareality?
planoutyouractivity/project.Forexample,ifyou’regoingtomakeapublicserviceannouncement(PSa),you’llneedtocomeupwithanideaandthepointsyouwantyourPSatomake.
Usethechartbelowtoguideyouractivities.Writedowneachtaskandwhenitneedstobecompleted.checkoffeachitemasyoufinishit.Youmighthavetorevisethechartasyouworkontheproject.That’sokay.Thingsrarelygoexactlyasplanned!
RecordIt!afteryoucompleteyourprojectorbeginyourcommunityparticipationactivity,reflectontheexperiencebyrecordingyourthoughtsandfeelings.Youcanwriteajournalentryorpostyourthoughtsonlinedescribinghowyouparticipatedinthe2010census,whyyouparticipated,andwhatyoulearned.
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GRADEs9–12
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. ProjectionsandtheCensusStrand: ManagingDataSkills and Objectives
ConnectdataandhistoryintheirstudyofpreviouspopulationboomsAccessawiderangeofcensusdataAnalyzecensusdatainordertomakepredictionsaboutthefuture
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H I S T O R Y
Materials: ProjectionsandtheCensusStudentWorksheet11
Time Required: One40minuteclassperiod
Gettingstarted1. Explainhowcensusdataareusedforavariety
ofimportantpurposes.ThedataareespeciallyusefulintrackinglargepopulationchangesintheUnitedStates.TheCensusBureauevenusesthedatatodevelopprojectionsforpopulationfigures.Projectionsarecalculationsofdataforafuturedate.Therearetwodifferentkindsofinformationthatareneededtocreateanaccurateprojection:pastdataandanestimatedrateofgrowthordecline.
2.Explaintostudentsthat,withregardtothecensus,methodologyisthewaydataareusedtomakeprojections.ThemethodologythattheCensusBureauusesiscalledthecohortcomponentmethod.Thismethodbasesprojectionsonestimatedpopulationaswellasonothercomponentsofpopulationchange:births,deaths,internalmigrations,andinternationalmigrations.Thesecomponentscomefromvarioussourcesincludingthedecennialcensus.
3.Tellstudentsthatcensusprojectionsarehighlyvaluedbybothpublicandprivateentities.Askstudentswhytheythinkagovernmentofficialorbusinessownermightwanttobeabletopredictpopulationchanges.Discusshowthegovernmentneedstoknowwheretobuildschoolsandhospitalsandhowbusinessownersneedtoknowwheretolocatestoresandtargetmarketingefforts.
Usingstudentworksheet114.DistributecopiesofProjectionsandtheCensus
StudentWorksheet11.Guidestudentsthroughacasestudytoexploretheabilityofcensusestopredictchangesinpopulation.
5. Instructstudentstousewww.census.govtofindhistoricalcensusdata,inparticularthechangeinstatepopulationsafter1900.Iftheyneedmoreguidance,tellstudentstolookunder“SpecialTopics”tofindtheStatistical Abstractlink.ClickonthatlinkandthenclickonHistorical Statistics ontherighthandside.
6.Dividestudentsintopairsandguidetheminansweringthequestionsinthecasestudy.Attheendofthecasestudy,discusshowthecensustrackedthechangesinMichigan’spopulationandhowthedatawereusedtomakeprojectionsforthechangesinpopulationlater.
7. Guidestudentsinconductingresearchfortheiressaytitled,“WhatWilltheUnitedStatesLookLikein2020?”TheirprimaryresourceshouldbetheCensusBureau’sAmerican FactFinder Websiteathttp://factfinder.census.gov.
8.Remindstudentstokeeptrackofthesourcesoftheirdata.Theyshouldhavestatisticalevidencetosupporttheirprojections.
wrap-up9.Sendstudentsonahuntforoldpopulation
projectionsfromthe20thcentury.Havethemcomparetheseprojectedsetsofdatatotheactualnumbers.Encouragestudentstoanalyzehowsuccessfultheseprojectionswere.
Answerstostudentworksheet111. 16.1%,30.5%,32.0%,8.5%,21.2%
2.Carproduction
3.WorldWarI
4.The1910s
5.Thatitwouldincreasegreatly.
6. Itincreasedgreatly.
Name: ____________________________________________________________
Projections andtheCensusGRADEs9–12
STUDENT Worksheet
11 TheCensusBureauissuespopulationprojectionsbasedonpreviouscensusdataandpopulationtrends.Toexplorehowthisisdone,let’slookatacasestudy.
pARTI:CasestudyUsetheinternettofindcensusdataforpercentage changesinstatepopulationsevery10yearssince1900.Onceyou’vefoundthedata,answerthequestionsbelow.Doadditionalresearchonlineifneeded.
1) WhatarethefirstfivedatapointsforthestateofMichigan?
2) WhatwasarapidlygrowingpartofMichigan’seconomybetween1910and1920?
3) Whateventhappenedbetween1910and1920thatledtomassivegovernmentspendinginindustrialareasandthecreationofmanynewjobs?
4) InwhichdecadedidMichigan’spopulationboombegin?
5) IfonedrawstheconclusionthatthefirstpopulationboomwasdrivenbywartimeemploymentinMichigan’sfactories,whatprojectionwouldonemakeforMichigan’spopulationduringthedecadethatincludedWorldWarII?
6) WhathappenedtoMichigan’spopulationduringthe1940s?
pARTII:TheUnitedstatesIn2020Thecensusisawealthofinformationonnearlyeverytopicimaginable,frompopulationandfamilysizetonewindustriesandlanguagesspoken.Findingtrendsincensusdataisthefirststepinmakingprojections.conductresearchinordertowriteanessayonthefollowingtopic:“WhatWilltheUnitedStatesLookLikein2020?”
UsetheAmerican FactFinderdatabasetofinddatatosupportyouressay.Besuretokeeptrackofthesourcesyouuse.inordertofindsignificanttrendsthatwillaffecthowtheUnitedStateswilllookin2020,youwillneedtoeithercomparedatafrom1990to2000orfindotherdatathatrecordspercentagechangeovertime.
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TEACHER Lesson
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. WhatDoYouKnow?Strand: AbouttheCensusSkills and Objectives � IdentifythemostimportantinformationandconceptsfromCensusinSchoolslessons��� Demonstrateknowledgeandunderstandingofthecensusanditsimportance��
H I S T O R Y
Materials: WhatDoYouKnow?ACensusQuizStudentWorksheet12(two pages)
Time Required:Two40minuteclassperiods
Gettingstarted1. Nowthatstudentshavecompleted11lessonsaboutthe
census,youcanassurethemthattheyhavelearnedalotaboutaveryimportantpartofAmericandemocracy!Explainthatinthislessontheywillhaveachancetoshowwhattheyhavelearned.
2.Tellstudentsthattheywillparticipateinaclassactivityasawaytoreviewwhattheyhavelearnedandtoprepareforthequiz.Dividetheclassintosevengroups.Assigneachgrouptocoveroneofthefollowingtopicareas:
� HistoryoftheU.S.Census
� � Apportionment
� Redistricting
�WaystoUseCensusData
� MappingtheCensus
� TheCensusQuestionnaire
� InvolvementintheCensus
3.Giveeachgroup15minutestoreviewtheirassignedtopic.Thenhavearepresentativefromeachgroupgiveashortpresentationontheirtopicfortheclass.
Usingstudentworksheet124.HandoutcopiesofWhatDoYouKnow?ACensusQuiz
StudentWorksheet12toeachstudent.Providestudentswithoneclassperiodtocompletethequiz.
Answerstostudentworksheet12partI: Multiple Choice
1.b; 2.c; 3.a; 4.a; 5.b
partII: Short Answer
1. CensusdatacandrawattentiontohowthecountryhaschangedovertimesoAmericanscanthinkaboutthe
benefitsanddrawbacksofthosechanges,orhowthegovernmentmightneedtorespondtothosechanges.Exampleswillvary,butshouldshowthatstudentsunderstandthatshiftsrevealedbycensusdatatellAmericansaboutthenatureoftheircountry.
2.Anythreeofthefollowing:It’srequiredbylaw.ItdetermineshowmuchrepresentationyourstatewillgetinCongress(whichaffectshowmanyelectoralvotesyourstatewillreceive).Censusdataareusedtodeterminehowdistrictsaredefined.Censusdataareusedtodecidehowtodisbursegovernmentfundsforimportantprograms.Censusdatacanhelpthegovernmentdeterminewhereresourcesaremostneeded.
partIII: Understanding Charts
1. Itincreasedfrom14%to73%.
2. Inbothyears,18to29yearolds.
3.BecausetheInternetisafairlynewmedium,theyoungerpeopleare,themorelikelytheyaretohavebeenraisedusingtheInternetfromayoungage.
4.(a)and(b) Answerswillvary.
5.Thepercentagewillincreasesignificantlyasthepeoplewhoareinthe50 to64yearoldgroupin2008getolder.
partIV: Understanding a Map
1. TheSouthwest
2.Answerswillvary,butmayinclude:immigrationintothoseareasmaybehigherthanintootherstates;largerpopulationsofforeignbornresidents.
3.Answerswillvary,butmayinclude:thecensusformcouldbeprintedinnumerouslanguages;censusworkerswhogodoortodoorcouldspeaklanguagesotherthanEnglish;informationontheCensusBureauWebsitecouldbeavailableinotherlanguages.
4.Answerswillvary,butmayinclude:nonEnglishspeakingindividualsmaynotbecountedcorrectlyoratall;incorrectcountscouldleadtoinaccurateapportionmentwithinastate.
Name: ____________________________________________________________
WhatDoYouKnow?A Census Quiz ™
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STUDENT Worksheet
12 pARTI:MultipleChoice
writetheletterofthecorrectanswertoeachquestionontheblankline.
1) Whatdocumentrequiresthatacensusbetakenevery10years?
�a. thearticlesofconfederation
�b.theconstitution
�c. theDeclarationofindependence
�d.theFederalistPapers
2) Inthatdocument,whatpurposewasgivenfortakingacensus?
�a. tokeeptrackofthechangingnatureofthepopulation
�b.toreportonthestateoftheunion
�c. todeterminehowmanyrepresentativeseachstatewouldget
�d.todecidehowmuchgovernmentfundingstateswouldreceive
3) Whyarepartnergroupsimportantforasuccessfulcensus?
�a.Peopletendtolistentoandtrustmembersoftheirowncommunities.
�b.Partnergroupsaretheonlywaypeoplecanlearnaboutthecensus.
�c. Peopletendtodowhatgovernmentagenciestellthemtodo.
�d.Partnergroupstellpeoplewhichcensusquestionsit’sbettertoignore.
4) Whyisapportionmentimportant?
�a. itdetermineshowmanyrepresentativesandelectorseachstategets.
�b. itdetermineshowmanysenatorsandrepresentativeseachstategets.
�c. itdetermineshowmanypeopleineachstatearepermittedtovote.
�d. itdetermineshowmanyvotescandidatesneedtowinaseatintheSenate.
5) Whichofthefollowingisanexampleofwhatacartogramcanshow?
�a. theexactnumberofpeoplelivinginWyoming
�b.thenumberofpeoplelivinginWyomingrelativetothenumberofpeoplelivinginnewYork
�c. thechangeinpopulationinOklahomabetween1920and1940
�d.thesizeofthestateofconnecticutrelativetothesizeofthestateofcalifornia
pARTII:shortAnswerUsethespaceprovided(orthebackofthissheet)toanswereachofthefollowingquestions.
1) Explainwhatitmeanstosaythateverycensushasbeenanopportunityfornationalself-reflection.Useahistoricalexampleasevidence.
2)Whatarethreereasonsyouwouldgivetoexplaintoafriendwhyit’simportanttocompletethecensusquestionnaire?
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WhatDoYouKnow?A Census Quiz (continued)
pARTIII:UnderstandingChartsUsethedatainthefollowingtabletoanswerthequestionsbelow.
GRADEs9–12
STUDENT Worksheet
12 1)HowdidthepercentageofadultInternetusers
changebetween1995and2008?
AdultInternetUsers,1995and2008Percentage of persons 18 years old and older*
Characteristic 1995 2008
Total Adults 14% 73%
2)WhichagegrouphadthelargestpercentageofInternetusersin1995?In2008? 18to29yearsold 21% 90%
30to49yearsold 18% 85%
50to64yearsold 9% 70%3)Whydoyouthinkthatisthecase? 65yearsoldandover 2% 35%
Male 18% 73%
Female 10% 73%4)(a)Whydoyouthinktherewasagreater
percentageofmenthanwomenusingtheInternetin1995?
Age
sex
(b)Whydoyouthinkthepercentageswereequalin2008?
5)Whatdoyoupredictaboutthepercentageofpeople65andoverwhowillbeusingtheInternetin2021?Why?
pARTIV:UnderstandingaMapUsethemaptoanswerthequestionsbelow.
1)Whichregionofthecountryhasthehighestpercentageofnon-English-speakinghouseholds?
2)Whydoyouthinkthisareaofthecountryhasahigherpercentagethanotherareas?
3)Whatextrastepsmightbetakentoensurethatnon-English-speakinghouseholdsareproperlycounted?
*Chartandmapsource:U.S.CensusBureau
4)Howmightreapportionmentbeaffectedifthesestepswerenottaken?
Glossary
TEACHERRESOURCE
wanttolearnmoreaboutwhattheCensusBureauhastooffer?Exploreandbookmarkthesesites!
Censuswebsites:
2010 Census �� Website:http://2010.census.govU.S. Census Bureau �� Website:www.census.govCensus in Schools �� Website:www.census.gov/schoolsAmerican FactFinder �� Website:http://factfinder.census.gov
AmericanCommunitysurvey(ACs):MostofthequestionsthatwereincludedinpastdecennialcensusformsarenowpartoftheacS.Unlikethedecennialcensus,whichisconductedonceevery10years,theacSgoestoamuchsmallerpopulation,but isconductedmoreoften.
Apportionment:ThelegislativeprocessofallocatinghouseofRepresentativesseatstodifferentstates.
Cartogram:aconventionalmaphasfixedboundaries, liketheborderoftheUnitedStates,butacartogramchangesshapeaccordingtowhateverdataitincludes.
Census:afullcountofthepopulation—mandatedbyarticle1,Section2oftheconstitution—inordertoallocateseats inthehouseofRepresentatives.
CollectionversusRepresentation:TheU.S.censusgeneratesmillionsofdatapointsevery10years.Thecensusisanactofdatacollection,whileamapisatoolfordatarepresentation.amapisaquickandeasywaytopresentdatatousers.
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ADDITIONALRESOURCES
ElectoralCollege:establishedinarticleiioftheconstitution,theelectoralcollegeisthebodyofelectorswhoformallyelecttheUnitedStatespresidentandvicepresident.Throughapportionment,censusdataaffectthemakeupoftheelectoralcollege.
GrossDomesticproduct:Thetotalmonetaryvalueofallgoodsandservicesproduced inacountryduringoneyear,excludingpaymentsonforeigninvestments.
legislation:Theactorprocessofmakingalaworlaws.
projections:calculationsforafuturedate.Becausecensusdataaresouseful,thecensusBureauproducesprojectionsforpopulationdata.
Redistricting:Theprocessbywhichstatelegislatorsorotherofficialsredrawthelinesforcongressionaldistrictswithinastate.
Undercounts:ThedifferencebetweenthenumberofpeoplecountedduringthecensusandthenumberofpeoplethatthecensusBureaudeterminesinapost-censusanalysis.
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