Middle School

Parent/Caregiver ToolkitEasy At-Home Learning With Statistics in Schools

Free. Engaging. Easy to access.No teaching experience required.

Table of ContentsStatistics in Schools – For Use at Home ....................3

Learning Benefits ............................................................3

How To Use SIS Activities and Resources .................4

Best Practices To Support At-Home Learning ........4

Find More! .........................................................................5

Quick and Easy Resources ............................................6

Activities .........................................................................10

Next Steps ...................................................................... 13

census.gov/schools

3

As parents and caregivers, we’re all doing our best to juggle responsibilities like running a household, working, caring for and teaching our children, and taking care of other loved ones. Each of us is working hard to ensure that the children we care for get the academic support they need.

The U.S. Census Bureau’s Statistics in Schools (SIS) program can help.

Statistics in Schools – For Use at HomeStatistics in Schools offers more than 200 free learning activities and resources for children

in pre-K through 12th grade, using data provided by the Census Bureau. Although originally

created for teachers to use in classrooms, these resources are easily adapted for use at home

to keep kids entertained and learning. Here’s why:

• All the resources are free.

• All resources are easy to access and download.

• Teachers created the resources to ensure that each one is educational

and age-appropriate.

• You don’t need teaching experience to use them.

• Easy-to-follow instructions are provided for every activity along with

ways to adapt the resources for at-home use.

• Many activities are interesting for both children and adults.

(You’ll learn something new too!)

• Engaging videos are available for all ages.

• The activities provide opportunities for you and your children to

learn together and for children to work independently.

• Interactive data tools enable children to explore on their own.

• Preschool activities are available in both English and Spanish.

Learning BenefitsYou can use these SIS activities and resources with the children in your home to:

• Help them learn how to find, understand, and use data.

• Deepen their knowledge of math, English, geography, history, and other subjects.

• Explain the 2020 Census and the importance of counting everyone.

census.gov/schools

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THE 2020 CENSUS

Another important thing you can do for and with the children in your home is

respond to the 2020 Census—the count of everyone living in the United States.

Make sure to count everyone living with you, including children. Results of

the census will help shape resources for children and their communities over

the next decade. That includes support for schools, health insurance, hospitals,

child care, food assistance, and early childhood development programs. Share

this toolkit with your friends and family so others can benefit from these

resources and learn the importance of participating in the 2020 Census.

If you haven’t responded to the 2020 Census yet, you can respond online at

2020census.gov. You can also respond by phone, or you can complete and

return the census form once you receive it in the mail. Remind your friends

and family to respond too.

Respondtoday.

How To Use SIS Activities and ResourcesThis toolkit describes two types of materials: Quick and Easy Resources and Activities.

The entry for each resource and activity includes tips to help you easily adapt it for use

at home.

• Quick and easy resources include videos, maps, and other fun materials that can be

used alone or to enhance the activities.

• Activities are lessons that you can teach your children. Each activity includes a teacher

version or teaching guide and a student worksheet. The teaching guide provides all the

information you need to do the lesson, including a list of materials and an estimate of

how long the lesson will take.

Find more resources at census.gov/schools.

Best Practices To Support At-Home LearningWhether you’re a seasoned pro or brand new to teaching children at home, the following

strategies can help set up you and the children in your home for success. These tips are

provided by educators and parents who home-school their children. The information

can be helpful for you to consider prior to getting started with SIS resources.

census.gov/schools

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Find a Good Learning Spot

Just as you may have a specific area of the

home in which you work, it’s important to

create a similar space for your child. Find

a quiet, comfortable, and dedicated space

that is strictly for learning. If possible, this

space should be different from where your

child normally hangs out and should be free

of distractions like television. If a dedicated

space is not possible, consider ways to

help children focus like clearing away toys

and turning off the television to prevent

distractions.

Make a Schedule

Most kids thrive on routine. A schedule helps

children know what to expect. Talking with

the child in your home about the schedule

each day can be especially helpful. The

great thing about SIS resources is that

they can support a variety of subjects and

be incorporated into the schedule you

have already established. For example,

if you already have reading time in your

schedule, you can use our resource that has

students reading questions from old census

questionnaires.

Prepare Your Materials in Advance

Getting kids to stay focused can be

challenging. To maximize the time you spend

with your child, have all the materials for

each activity ready to go before you start.

Read through the teaching guide to see what

websites you may need to visit and have

them open in your browser. In most cases,

you can have a child read the activity on the

screen and write down answers, but feel free

to print the worksheet if preferred. Gather

any other materials that are listed in the

teaching guide. The great thing is that all the

materials are common items that most of us

have at home.

Be Part of the Fun

Model what it looks like to get excited about

learning new things. Your excitement for

learning will boost children’s enthusiasm

for learning and for using SIS resources by

making connections to your life.

Connect With Others

Be creative about connecting with other

parents and caregivers and helping your

child connect with other children. For

example, host a video chat with a group of

parents who are also using SIS resources

and talk through how you have used them

at home and what has worked for you. Set

up a video call for a group of children who

are doing the same activities to talk through

their answers on the student worksheet.

Have your child use the phone, email, or

video chat to do the Home Extension

assignment at the end of each activity with

extended family members.

Find More!The following activities are adapted for at-home use, but feel free to explore more great home

and distance learning activities on the SIS website.

census.gov/schools

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3

4

5

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Quick and Easy Resources

The 2020 Census Challenge

• URL: www.census.gov/programs-surveys/sis/2020census/2020-resources/

2020-videos/census-challenge.html

• Approximate Time Required: 15 minutes

• Description: This video has the children in your home play a trivia game with questions

about the 2020 Census.

• At-Home Adaptation:

• Pause the video after each question and have your child write their answer.

Even better, play along with them and write down your answers as well.

• Extension:

• After your child has played the trivia game alone or with an adult in your home,

have them call a friend or family member to quiz them about the census trivia

they just learned.

• Have your child use one of the Fun Facts activities to write their own

trivia questions. Then have them quiz someone else about their knowledge

of the topic.

census.gov/schools

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SIS Middle School Map: Understanding the U.S. Population

• URL: www.census.gov/programs-surveys/sis/2020census/2020-resources/

2020-maps/understanding-us-pop-middle.html

• Approximate Time Required: 25 minutes

• Description: This map shows your child data on all states, including information on the

states with the youngest and oldest populations, the largest and smallest average family

size, and the highest and lowest median income.

• At-Home Adaptation:

• Have your child find the state and county where they live. Have them

talk about the density of the place where you live and how they see

that in their community.

• Extension:

• Using the map as a reference, have your child name as many of the state capitals

as they can. Have your child then look for the names of the remaining state

capitals on the map.

• Have your child use data from the map to choose a state or area of the nation

where they would like to live as an adult. Ask them to explain the reasons for

their choice. For example, did they prefer more heavily populated areas?

Areas with higher incomes? Areas with a smaller average family size?

A t l a n t i cO c e a n

G u l f o fM e x i c o

P a c i f i cO c e a n

L a k e S u p e r i o r

Lake Huron

L a k e Er i e

Lake Ontario

La

ke M

ich

igan

Mississippi

River

Missouri River

Ohio River

Red River

Arkansas River

Rio Grande

Colorado River

Columbia River

Snake River

C A N A D A

M E X I C O

Philadelphia

New York

Chicago

San Antonio

Dallas

Houston

Los Angeles

San Jose

San Diego

Philadelphia

New York

Chicago

San Antonio

Dallas

Houston

Los Angeles

San Jose

San Diego

Philadelphia

New York

Chicago

San Antonio

Dallas

Houston

Los Angeles

San Jose

San Diego

Austin

Pierre

Albany

Helena

Boston

Topeka

Denver

Madison

Olympia

Raleigh

Trenton

Concord

Augusta

Lincoln

Jackson

Lansing

AtlantaPhoenix

Cheyenne

Richmond

Washington

Columbia

Columbus

Bismarck

Santa Fe

St. Paul

HartfordProvidence

Annapolis

Dover

Frankfort

Nashville

Charleston

Montpelier

Harrisburg

Des Moines

Boise

SacramentoCarson City

Montgomery

Baton Rouge

Springfield

Tallahassee

Little Rock

Indianapolis

Oklahoma City

Salt Lake City

JeffersonCity

Austin

Pierre

Albany

Helena

Boston

Topeka

Denver

Madison

Olympia

Raleigh

Trenton

Concord

Augusta

Lincoln

Jackson

Lansing

AtlantaPhoenix

Cheyenne

Richmond

Washington

Columbia

Columbus

Bismarck

Santa Fe

St. Paul

HartfordProvidence

Annapolis

Dover

Frankfort

Nashville

Charleston

Montpelier

Harrisburg

Des Moines

Boise

SacramentoCarson City

Montgomery

Baton Rouge

Springfield

Tallahassee

Little Rock

Indianapolis

Oklahoma City

Salt Lake City

JeffersonCity

Salem

Austin

Pierre

Albany

Helena

Boston

Topeka

Denver

Madison

Olympia

Raleigh

Trenton

Concord

Augusta

Lincoln

Jackson

Lansing

AtlantaPhoenix

Cheyenne

Richmond

Washington

Columbia

Columbus

Bismarck

Santa Fe

St. Paul

HartfordProvidence

Annapolis

Dover

Frankfort

Nashville

Charleston

Montpelier

Harrisburg

Des Moines

Boise

SacramentoCarson City

Montgomery

Baton Rouge

Springfield

Tallahassee

Little Rock

Indianapolis

Oklahoma City

Salt Lake City

JeffersonCity

Salem

*

7,169,967 (10)

1,657,375 (2)

1,029,862 (1) 745,475 (1)

855,444 (1)

1,893,921 (3)

5,490,726 (8)

3,118,102 (4)

583,200 (1)

5,436,519 (7)

2,084,828 (3)

27,419,612 (36)

3,896,251 (5)

2,903,820 (4)

6,075,300 (8)

12,854,526 (18)

5,763,217 (8)

9,925,568 (14)

6,614,418 (9)11,609,756 (16)

4,424,376 (6)

1,836,843 (3)

8,365,952 (11)

5,996,079 (8)

943,732 (1)

8,960,161 (12)

3,594,478 (5)

1,056,138 (2)

6,789,319 (9)

624,636 (1)

1,331,848 (2)1,330,158 (2)

19,798,228 (27)

12,790,505 (18)

2,977,944 (4)

4,663,461 (6)

2,986,220 (4) 4,850,771 (7)4,893,444 (7)

10,052,564 (13)

10,201,635 (14)

20,278,447 (27)

6,597,381 (9)

2,993,941 (4)

2,887,725 (4)

38,982,847 (53)

6,809,946 (9)

672,391 ( )*

4,025,127 (5)

7,169,967 (10)

1,657,375 (2)

1,029,862 (1) 745,475 (1)

855,444 (1)

1,893,921 (3)

5,490,726 (8)

3,118,102 (4)

583,200 (1)

5,436,519 (7)

2,084,828 (3)

27,419,612 (36)

3,896,251 (5)

2,903,820 (4)

6,075,300 (8)

12,854,526 (18)

5,763,217 (8)

9,925,568 (14)

6,614,418 (9)11,609,756 (16)

4,424,376 (6)

1,836,843 (3)

8,365,952 (11)

5,996,079 (8)

943,732 (1)

8,960,161 (12)

3,594,478 (5)

1,056,138 (2)

6,789,319 (9)

624,636 (1)

1,331,848 (2)1,330,158 (2)

19,798,228 (27)

12,790,505 (18)

2,977,944 (4)

4,663,461 (6)

2,986,220 (4) 4,850,771 (7)4,893,444 (7)

10,052,564 (13)

10,201,635 (14)

20,278,447 (27)

6,597,381 (9)

2,993,941 (4)

2,887,725 (4)

38,982,847 (53)

6,809,946 (9)

672,391 ( )*

4,025,127 (5)

TEXAS

UTAH

MONTANA

CALIFORNIA

ARIZONA

IDAHO

NEVADA

IOWA

COLORADOKANSAS

WYOMING

NEW MEXICO

ILLINOISOHIO

FLORIDA

MISSOURI

MINNESOTA

NEBRASKA

GEORGIA

OKLAHOMA

ALABAMA

WASHINGTON

ARKANSAS

SOUTH DAKOTAWISCONSIN

MAINENORTH DAKOTA

VIRGINIA

NEW YORK

LOUISIANA

INDIANA

MICHIGAN

MISSISSIPPI

KENTUCKY

TENNESSEENORTH CAROLINA

PENNSYLVANIA

SOUTH CAROLINA

WESTVIRGINIA

VERMONT

MARYLAND

DISTRICT OF COLUMBIA

NEW JERSEY

NEW HAMPSHIRE

MASSACHUSETTS

CONNECTICUT

DELAWARE

RHODE ISLAND

OREGON

TEXAS

UTAH

MONTANA

CALIFORNIA

ARIZONA

IDAHO

NEVADA

IOWA

COLORADOKANSAS

WYOMING

NEW MEXICO

ILLINOISOHIO

FLORIDA

MISSOURI

MINNESOTA

NEBRASKA

GEORGIA

OKLAHOMA

ALABAMA

WASHINGTON

ARKANSAS

SOUTH DAKOTAWISCONSIN

MAINENORTH DAKOTA

VIRGINIA

NEW YORK

LOUISIANA

INDIANA

MICHIGAN

MISSISSIPPI

KENTUCKY

TENNESSEENORTH CAROLINA

PENNSYLVANIA

SOUTH CAROLINA

WESTVIRGINIA

VERMONT

MARYLAND

DISTRICT OF COLUMBIA

NEW JERSEY

NEW HAMPSHIRE

MASSACHUSETTS

CONNECTICUT

DELAWARE

RHODE ISLAND

OREGON

2,000 or Greater

Population Density

500 - 1,999.9

100 - 499.9

20 - 99.9

5 - 19.9

Less Than 5

(Persons per Square Mile)

State Capital

City With Population Over 1,000,000

National Capital

WISCONSIN5,686,986 (8)

StatePopulation

Number of CongressionalRepresentatives per State

State Name

*( denotes non-voting member)

Legend

Source: U.S. Census Bureau, 2013–2017 American Community Survey 5-Year Estimates0 200

1 : 4,750,000

Miles

738,565 (1)738,565 (1)ALASKAALASKA

JuneauJuneauJuneau

CANADACANADA

RUSSIARUSSIA

Yu kon River

BeringSea

Arctic Ocean

Pacific Ocean

0 400 Miles

1 : 21,000,000

1,421,658 (2)1,421,658 (2)HAWAIIHAWAII

HonoluluHonoluluHonolulu

PacificOcean

1 : 4,750,000

0 100 Miles

AtlanticOcean

CaribbeanSea

3,468,963 ( )3,468,963 ( )PUERTO RICOPUERTO RICO

***

San JuanSan JuanSan Juan

0 50

1 : 1,750,000

Miles

Fun Fact: According to the 2013–2017 American Community Survey 5-Year Estimates, the total population of the United States is

321,004,407

2017 Population

1920 Population

Number of People (in Millions)

40

20

5

1

10

Population Growth From 1920 to 2017

Source: U.S. Census Bureau, Census of Population and Housing, 1920; 2013–2017 American Community Survey 5-Year Estimates

3.24

2.97

2.94

2.93

2.87

2.85

3.39

3.44

3.54

3.59

3.62

United States

Alaska

Texas

California

Hawaii

Utah

Maine

Vermont

North Dakota

New Hampshire

Montana

Hig

he

st 5 S

tate

sL

ow

est 5

Sta

tes

Average Family SizeNumber of Persons

Source: U.S. Census Bureau, 2013–2017 American Community Survey 5-Year Estimates

37.8

35.1

34.3

33.9

33.9

30.5

41.8

42.2

42.7

42.8

44.3

United States

Florida

West Virginia

New Hampshire

Vermont

Maine

Utah

Alaska

District of Columbia

Texas

North Dakota

Hig

he

st 5 S

tate

sL

ow

est 5

Sta

tes

Youngest andOldest PopulationsMedian Age in Years

Source: U.S. Census Bureau, 2013–2017 American Community Survey 5-Year Estimates

70,850

57,436

55,949

54,923

52,689

23,793

93,800

94,110

94,337

95,597

95,995

United States

Connecticut

Massachusetts

New Jersey

Maryland

District of Columbia

Puerto Rico

Mississippi

Arkansas

West Virginia

New Mexico

Hig

he

st 5 S

tate

sL

ow

est 5

Sta

tes

Highest and LowestMedian IncomesMedian Family Income in Dollars ($)

Source: U.S. Census Bureau, 2013–2017 American Community Survey 5-Year Estimates

Understanding the U.S. Population

2017 Population

1920 Population

Number of People (in Millions)

40

20

5

1

10

Population Growth From 1920 to 2017

Source: U.S. Census Bureau, Census of Population and Housing, 1920; 2013–2017 American Community Survey 5-Year Estimates

37.8

35.1

34.3

33.9

33.9

30.5

41.8

42.2

42.7

42.8

44.3

United States

Florida

West Virginia

New Hampshire

Vermont

Maine

Utah

Alaska

District of Columbia

Texas

North Dakota

Hig

he

st 5 S

tate

sL

ow

est 5

Sta

tes

Youngest andOldest PopulationsMedian Age in Years

Source: U.S. Census Bureau, 2013–2017 American Community Survey 5-Year Estimates

3.24

2.97

2.94

2.93

2.87

2.85

3.39

3.44

3.54

3.59

3.62

United States

Alaska

Texas

California

Hawaii

Utah

Maine

Vermont

North Dakota

New Hampshire

Montana

Hig

he

st 5 S

tate

sL

ow

est 5

Sta

tes

Average Family SizeNumber of Persons

Source: U.S. Census Bureau, 2013–2017 American Community Survey 5-Year Estimates

70,850

57,436

55,949

54,923

52,689

23,793

93,800

94,110

94,337

95,597

95,995

United States

Connecticut

Massachusetts

New Jersey

Maryland

District of Columbia

Puerto Rico

Mississippi

Arkansas

West Virginia

New Mexico

Hig

he

st 5 S

tate

sL

ow

est 5

Sta

tes

Highest and LowestMedian IncomesMedian Family Income in Dollars ($)

Source: U.S. Census Bureau, 2013–2017 American Community Survey 5-Year Estimates

Fun Fact: According to the 2013–2017 American Community Survey 5-Year Estimates, the total population of the United States is

321,004,407

Want to learn more about your state? Visit census.gov/schools.

census.gov/schools

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The Amazing Apportionment Machine Warm-Up Activity

• URL: www2.census.gov/programs-surveys/sis/resources/apportionment-

machine-warm-up.pdf?

• Approximate Time Required: 5-10 minutes

• Description: The animated video and worksheet teach your children that apportionment

is the process of dividing the seats in the House of Representatives among the 50 states

based on the population data collected during the decennial census.

• At-Home Adaptation:

• No at-home adaptation is needed. The child should watch the video and answer

the questions.

• Extension:

• After your child completes the warm-up activity, have them find out how many

representatives there are for your state. Or if you live in a territory, discuss with

your child how your territory is governed.

• Have your child look at the SIS middle school map (Understanding the U.S.

Population) and ask them to predict what changes will occur to congressional

apportionments based on results of the 2020 Census. Ask your child to list the

states that will most likely lose representatives and the states that will most likely

gain representatives. Have them explain what they based their predictions on.

CENSUS.GOV/SCHOOLS

While watching “The Amazing Apportionment Machine Animated Video,” <www.census.gov/schools/resources/videos/apportionment-machine.html>, answer the following questions:

1. What is apportionment?

2. Since the Census, Congress has used the Method of Equal Proportions.

representative(s) or seat(s)?3. According to the Constitution, each state should have at least

4. How many total seats are in the House of Representatives?

5. Why is the apportionment formula used?

6. How many people did each House member represent in 1790 and 2000?

7. What is the purpose of apportionment?

Bonus Question: When will the next apportionment take place?

Minute Challenge:The Amazing Apportionment MachineWarm-Up Activity

census.gov/schools

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Toy Makers by State Warm-Up Activity

• URL: www.census.gov/programs-surveys/sis/resources/warm-up-activities/

toy_makers.html

• Approximate Time Required: 5-10 minutes

• Description: This quick activity teaches your child about the number of toy

manufacturing establishments in the United States. Your child will be asked to imagine

starting their own toy manufacturing company and to decide where to start it and why.

• At-Home Adaptation:

• No at-home adaptation is needed.

• Extension:

• Help your child use State Facts for Students to find the actual number of toy

stores in your state.

• Ask your child to find out whether the number of toy stores in your state grew

from 2000 to 2010. Then have them look to see if the population for your state

grew or decreased from 2000 to 2010. Ask them how they think population

change could impact various businesses and in what ways.

CENSUS.GOV/SCHOOLS

Imagine you just received money to start a toy manufacturing company anywhere in the United States! 1. Based on the map at the top, and what you already know about the 50 states, write a paragraph explaining where you want to

start your company and why. (Your answer should take into account the number of manufacturers already located in that state.)

2. Write down two questions that you could ask to help you make your decision.

Note: Toy manufacturers make dolls, games, and other fun stuff. Those toys go to toy stores across the country, and those stores then sell the toys to you!

Source: 2017 County Business Patterns

Minute Challenge: Toy Makers by StateWarm-Up Activity

MI

IL

MT

NE

KS

OK

WI

IN

KY

TN

GA

OH

WV

NC

SC

RI

SD

VA

AR

DC

MS

NDMN

DE

LA

MO

IA

AL

ME

HI

PA

WY

ID

OR

WA

AK

NV

AZNM

UTCO MD

NJCT

MA

VT

NH

FL

CA

NY

TX51 or more31 to 5020 to 303 to 190 to 2

Legend

Total Number of Doll, Toy, and Game Manufacturing Establishments

Located in the United States: 509

census.gov/schools

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Activities

Featured Activity: Exploring Questions for the 2020 Census (Grades 7-8)

• URL: www.census.gov/programs-surveys/sis/2020census/2020-resources/

k-12/exploring-questions-2020-census.html

• Approximate Time Required: 45 minutes

• Description: Use this activity to introduce your child to the 2020 Census. It focuses on

how the decennial census benefits students, their families, and their communities. It lists

the questions planned for the 2020 Census and explains why each question is important.

• At-Home Adaptation:

• Instead of dividing students into groups to examine census questions, tell your

child to choose a category (age, race, relationship, sex, or housing tenure) and

create a drawing or collage that represents the importance of that category.

Instead of brainstorming as a group, have your child jot down thoughts about the

importance of the data that is derived from that category. Then have them share

their findings and their answers to the discussion questions with an adult in your

home or with a peer online or by phone.

• Extension:

• Tell your child who completed the 2020 Census for

everyone in your home. Then tell your child how that

person completed it—online, by phone, or by mail.

Explain to your child that this year, everyone has the

option of responding to the census online. Ask your

child why they think having the census available

online is important. Then ask how they would choose

to respond (online, by phone, or by mail) and why.

• Have your child interview an older family member or

family friend. They should start by asking that person

what year they were born. Then they will create a

timeline that starts with the year of the first census

in which that person was counted and includes a dot

for every decennial census year through the 2020 Census. Your child should ask

the person they are interviewing for information about each census in which they

were counted, such as where they lived and how many people lived with them.

Have your child get creative about drawing pictures or using the computer to

show each decennial census on the timeline.

Name

2020 CENSUS STUDENT ACTIVITY

Featured Activity: Exploring Questions for the 2020 Census

1. In Activity Item: Questions Planned for the 2020 Census, read the information on your group’s category quietly and identify the main ideas. As a group, determine why this information is important and draw conclusions based on the data for your category provided by your teacher. Record your answers in the table below.

Category Data Collected Why is that information important?

Age

Percentage (%) of the population in your age range (pick one for the group)

Race

Percentage (%) of the population with 2 or more races

Relationship

Percentage (%) of the population who are nonrelatives of the householder

Sex

Percentage (%) of the population that is male and percentage (%) of the population that is female

Housing Tenure

Percentage (%) of renter-occupied housing units

D-WS-ST-EN-192

census.gov/schools

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Diversity: Census Questions Over Time (Grades 7-8)

• URL: www.census.gov/programs-surveys/sis/2020census/2020-resources/

k-12/exploring-questions-2020-census.html

• Approximate Time Required: 45 minutes

• Description: Your child will analyze historical data on race and ethnicity in the United

States. They will talk about why it is important for the U.S. Census Bureau to collect this

data. Finally, they will identify trends by looking at data from 2000 and 2010.

• At-Home Adaptation:

• Instead of working with classmates to answer the questions on the worksheet,

your child will work independently or with other children in your home. Instead

of discussing the conclusion questions in groups, your child can write answers

to those questions or discuss them with family members.

• Extension:

• Have your child complete the Home Extension activity with you or another adult.

Then ask your child what race and ethnicity they would fill in for themselves on

the 2020 Census form and why.

• Have your child answer the following questions: What questions would you add

to the census? Why do you think your questions are important to include? What

kinds of data would we learn about people and communities from your questions?

Are there any questions on the 2020 Census form that you would remove? Why?

2020 CENSUS TEACHER’S

GUIDEDiversity: Census Questions Over TimeTopic(s):Diversity, race, decennial census

Grade Level:7-8

Approx. Time Required:45 minutes

Learning Objectives: Students will be able to:

• Draw conclusions based on analysis of a primary source.

• Analyze and cite recurring themes using text evidence.

• Calculate the percentage of a given data set.

• Apply mathematical processes to represent and solve problems involving proportionalrelationships.

• Identify the importance of the decennial census and how it benefits their community.

• Understand how the census has reflected the diversity of the United States.

IntroductionThe 2020 Census Statistics in Schools (SIS) program is designed to educate students about the decennial census and to teach them educational concepts and skills, such as data literacy, through use of census data in the classroom. Responding to the census helps your community get its fair share of funding. Census data guides how more than $675 billion in federal funding is distributed to states and communities each year. These funds support vital community programs that help children, such as schools, hospitals, housing, and food assistance. By educating students about the 2020 Census, you can help encourage a complete count.

The 2020 Census SIS program can be used with educational standards across the United States. You can use the topics and learning objectives above to determine which subject and unit plan or theme this activity will best fit into.

About the 2020 CensusIn addition to the information that is built into instructions for this activity, the following points provide an easy, grade-appropriate way to explain the census to your students.

• The decennial census is a count of every person living in the United States that occurs every 10 years.

• It is important that every person be counted so that the government can properly distribute $675 billionto communities.

• The population of every state as counted in the census also determines how many representatives each state isgiven in the U.S. House of Representatives.

• You can do your part by making sure an adult in your home counts you—and every person living in your home—in the 2020 Census.

D-WS-TE-EN-193

census.gov/schools

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Apportionment (Grades 7-8)

• URL: www.census.gov/programs-surveys/sis/2020census/2020-resources/

k-12/apportionment-grade-7-8.html

• Approximate Time Required: 35 minutes

• Description: Your child will learn what congressional apportionment is, how it works,

why it’s important, and how it relates to the decennial census.

• At-Home Adaptation:

• Discuss with your child the differences between a popular vote and an electoral

vote. (You’ll be unable to complete the opening voting activity without multiple

children.) Your child can watch the video and complete the corresponding

worksheet on their own. Discuss closing questions together.

• Extension:

• For the beginning of the lesson, help your child take a vote in your home on a

hot topic: For example, should your child have a curfew? Should they get an

allowance? Or you can help your child conduct a vote with a group of friends

to re-create the opening classroom activity.

• Have your child pick two other countries and learn how they elect their leaders.

Do they use a representation system like the U.S. or a popular vote?

Name

2020 CENSUS STUDENT ACTIVITY

Apportionment

Reference Activity Item: Congressional Apportionment to answer the questions below.

1. How many representatives are apportioned for your state, based on 2010 data?

2. Choose three other states. Record how many representatives each state was allotted in 2010.

State 1: Number of representatives:

State 2: Number of representatives:

State 3: Number of representatives:

3. Look at the four states you selected and record the number of representatives allotted to each state in the years indicated on the table. Calculate the rate of change from 1950 to 2010.

State 1950 1970 1990 2010Rate of change

from 1950 to 2010

D-WS-ST-EN-196

census.gov/schools

13

Next Steps

The fun isn’t over yet! Check out the new Home and Distance Learning Activities page for more resources:

census.gov/content/census/en/programs-surveys/sis/activities/distance-

learning.html

Then do your part by spreading the word about the importance of the 2020

Census by:

• Telling your fellow parents and caregivers about this great toolkit and the

resources SIS has to offer.

• Checking out the Response Rate Map periodically to see how your state is

doing in responding to the 2020 Census.

• Encouraging your family, friends, and other community members to complete

the 2020 Census if they haven’t already by sending them to 2020census.gov.

• Reaching out to your child’s teachers and administrators to tell them all about

the SIS program.

census.gov/schools