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Teachingguide

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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!

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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

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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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UsewhatyoulearnedintheclassdiscussionaswellasyourownresearchtoanswerthefollowingquestionsaboutthehistoryoftheU.s.census.writeyouranswersonthebackofthispage.

1) Whattechnologicaladvancementshaveinfluencedthecensus?How?

2) HowmightthewestwardexpansionoftheUnitedStateshaveaffectedthecensus?

3) Howmightpeoplehavefeltabouttheresultsofthecensusinthelate1800s?Whymighttheyhavefeltthisway?

Fillinthetimelinebelowwith10census-relatedeventsormilestones.

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GRADEs9–12

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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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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

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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?

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GRADEs9–12

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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.

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TEACHER Lesson

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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

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NV

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Map Title:

MappingtheCensus

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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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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?

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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

GRADEs9–12

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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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. 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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. 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.