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DOCUMENT RESUME ED 444 914 SO 031 866 TITLE Making Sense of Census 2000--U.S. Virgin Islands. [Teaching Guide]. Grades K-12. INSTITUTION Bureau of the Census (DOC), Suitland, MD. PUB DATE 1999-00-00 NOTE 38p.; For teaching guides, see SO 031 044-046 and SO 031 863-867. AVAILABLE FROM U.S. Census Bureau, 4700 Silver Hill Road, Suitland, MD 20746. Tel: 301-457-4608; E-mail: webmaster@census.gov; Web site: (http://www.census.gov). PUB TYPE Guides - Classroom - Teacher (052) EDRS PRICE MFO1/PCO2 Plus Postage. DESCRIPTORS *Census Figures; Curriculum Enrichment; *Demography; Elementary Secondary Education; *Government Role; Maps; Social Studies; Teaching Guides; *Thinking Skills IDENTIFIERS Bureau of the Census; *Census 2000 ABSTRACT The United States Census Bureau's mission is to be the preeminent collector and provider of timely, relevant, and quality data about the nation's people and economy. The Census 2000 teaching guide aims to help teachers bring the census to life for students. The guide outlines skills that correlate with national standards; fulfills curriculum requirements; demonstrates the importance and the many benefits of the census; and shows how to navigate the U.S. Census Bureau Web site. A model census helps students learn how to evaluate population needs and services; compare census data across communities; and work with statistical models. The guide is divided into the following sections: Map Literacy (Geography/Math/History) ; Lesson 1 (K-4): These are Our Islands/Mapping Subdistricts (Reading Map Keys/Comparing Mathematical Values); Lesson 2 (5-12): Our Changing Islands (Analyzing Historical Maps); Community Involvement (Civics and Government /Math/Geography/Art/Language Arts); Lesson 3 (K-4): Where You Belong/Group Needs (Recognizing Relationships); Lesson 4 (5-8): Making Plans (Real-Life Problem Solving/Analyzing Data); Lesson 5 (9-12): Future Focus (Thinking Creatively) ; Managing Data (Math/Civics and Government/Geography) ; Lesson 6 (K-5): Getting There (Using Charts and Graphs/Computing Whole Numbers) ; Lesson 7 (6-12): What's Behind the Form? (Collecting, Organizing, and Analyzing Data); and Additional Resources. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. ED 444 914 Virgin Islands THIS TEACHING GUIDE U.S QEPARTMENT.OF EDUCATION, EDUCATIONAL RESOURCES INFORMATION CENTER (ERM will help you to: EI pny yes received trom the person or ? ¢ onginating it ®@ bring the census to life for your students @ teach skills that correlate with local standards @ fulfill curriculum requirements @ demonstrate the importance and many benefits of the census SO 031 866 3E97 COPY AVAILABLE This is Your Future. Don’t Leave It Blank. ~+—_ RBASCHOLASTIC Scope and Sequence CURRICULUM CONNECTIONS oe LESSON OBJECTIVE STANDARDS os PRAND I: MAP LITERACY _ 1. These Are Our Islands/ Mapping Subdistricts Grades K-4 Students will learn how to use a map key and will practice comparing mathematical values. @ Geography @ Math @ Reading Map Keys @ Comparing Mathematical Values @ Know Your Surroundings @ Develop Abilities in Many Skills @ Read, Write, and Compare Whole Numbers . Our Changing Islands Grades 5-12 STRAND 3. Where You Belong/ Group Needs Grades K-4 Students will learn about the census, why it is impor- tant, and how it is beneficial to the residents of the U.S. Virgin Islands. 2: COMMUNITY INVOLVEMENT Students will identify the different groups to which they belong and explore group needs. @ History @ Geography @ Civics and Government @ Math @ Analyzing Historical Maps @ Recognizing Relationships @ History of the Islands @ Understand How and Why Participation in Government Affects Citizens’ Lives @ Understand Neighborhood/ Community @ Read, Write, and Compare Whole Numbers . Making Plans Grades 5-8 Students will use real-life problem-solving skills to choose a site for a new school. @ Civics and Government @ Geography @ Real-Life Problem Solving @ Analyzing Data @ Ideals, Principles, and Practices of Citizenship in a Democratic Republic . Future Focus Grades 9-12 STRAND 3: MANAGING DA . Getting There Grades K-5 Students will encourage others to participate in the census and design an advertisement for Census 2000. Students will interpret a pictograph and then create their own. ® Art @ Civics and Government @ Language Arts @ Math @ Civics and Government @ Thinking Creatively @ Using Charts and Graphs @ Computing Whole Numbers @ Apply Social Studies Knowledge and Skills to a Variety of Purposes @ Compose a Variety of Quality Multi-Part Written Forms @ Utilize Various Kinds of Maps @ Add, Subtract, Multiply, and Divide . What's Behind the Form? Grades 6-12 Students will take and analyze their own surveys. @ Math @ Civics and Government @ Geography @ Collecting, Organizing, and Analyzing Data @ Apply Social Studies Knowledge and Skills to a Variety of Purposes BEST COPY AVAILABLE Table of Contents \ Map Literacy Geography/Math/Histor) Lesson 1 These Are Our Islands/Mapping Subdistricts ............. 3 Grades K-4 Reading Map Keys/Comparing Mathematical Values Lesson 2 Our Changing Islands Grades 5-12 Analyzing Historical Maps Community Involvement Civics & Government /Math/Geography/Art/Language Arts Lesson 3 Where You Belong/Group Needs Grades k-4 Recognizing Relationships Lesson 4 Making Plans Grades 5-8 Real-Life Problem Solving/Analyzing Data Lesson 5 Future Focus Grades 9-12 Thinking Creatively Managing Data Math/Civics & Government /Geography Lesson 6 Getting There Grades K-5 Using Charts and Graphs/Computing Whole Numbers Lesson 7 What’s Behind the Form? Grades 6-12 Collecting, Organizing, and Analyzing Data Additional Resources How to Use This Guide The lessons in this guide introduce students to Census 2000 with high-interest, grade-level appropriate activities designed to meet your curricular needs. Students will learn what a census is and why it’s important to them, their families, and the community. Lesson planning at a glance Your “Scope and Sequence” (on the inside front cover) provides an at-a-glance summary of the lessons in this book. The “Scope and Sequence” identifies skills, objectives, local standards, and curriculum areas for each lesson. These lessons are designed to support yout classroom goals, and are divided into three learning strands: Map Literacy, Community Involvement, and Managing Data. Customized for your classroom Each lesson in this guide consists of a teacher lesson plan, at least two reproducible activity pages, and one or more extension activities. Because the lessons have been designed to span a range-of grades, most of the activities are stepped, allowing you to tailor your teaching to the individual needs of your students. The extension activities have been designed to enhance students’ experience and understanding of the census beyond the classroom. Before you begin This teaching guide is based on a unifying concept: The census makes a difference for our community. Before you begin using the lessons, write this concept on the board. Explain that information gathered by the census helps the U.S. Virgin Islands learn what the U.S. Virgin Islands needs. Using the Web site The U.S. Census Bureau Web site (www.census.gov) is easy to use and can provide students and teachers with a variety of social, demographic, and economic information pertaining to the population of the United States. Students can work with the data found on screen or the data can be printed out for easier use. Map Literacy THESE ARE OUR ISLANDS Grades K-2 Skills and Objectives: @ Students will learn what a map is and how it applies to them. @ Students will be introduced to the concept of a map key. @ Students will understand that the census gathers information about population. Getting Started: Discuss with students the fact that they live on a group of islands called the U.S. Virgin Islands. Explain that there are different places on the islands — some where few people, some where more people, and some where many people live. Ask students if they live in a small town, or larger city. Do {Chalkboard \ Definitions map: a drawing of an area that shows its features. map key: a place that tells what the symbols or col- \ ors on a map mean. 3. Draw attention to the map key. Have students color the map key and discuss each symbol. 4. Ask students to create a symbol tor their homes in the map key, and help them choose a color for that symbol. Then help them place and color the symbol for their homes on their maps. they live close to many other people, or only a few people? Using the Activity Worksheet: 1. Photocopy and distribute Activity Worksheet 1A on page 4. 2. Explain that this is a map that shows students the islands on which they live. Point out the approximate location of the school. 5. Direct students to color in the rest of the map and key, making sure the symbols on both map and key are colored in the same way. Wrapping Up: Explain to students that a census is a way to count how many people live in a place, and that Census 2000 will be counting all the people who live on our islands. MAPPING SUBDISTRICTS Skills and Objectives: Grades 3-4 @ Students will understand the use of a map key in reading a population map. @ Students will use place value and write numbers to hundred thousands. Suggested Groupings: Individuals, partners, small groups Getting Started: @ Draw students’ attention to the We Count! map. Demonstrate that the map gives the boundaries and names of each subdistrict and the population of each based on the 1990 census. @ Use the map key to explain how the col- ors make it easy to see how subdistricts dif- f Chalkboard \ Definitions population: the total number of people who live in a place. place value: the value given to a digit based on its place within a number. subdistrict: a geographic 3. Help students match the shapes, colors, and population figures from page 5 with the correct subdistrict on the map, writing its name in the space provided. 4. Discuss place value as you guide students through the questions on page 6. Wrapping Up: @ Explain that a census is a way of find- ing out how many people live in a certain - place. Discuss how the 1990 census gave \ unit. fer by population. Using the Activity Worksheets: 1. Photocopy and distribute Activity Worksheet 1B on pages 5 and 6. 2. Help students color in the map key on the Activity Worksheet on page §, using the colors shown on the We Count! map. Then, using the map key, guide them in coloring cach subdistrict. mapmakers information needed for the We Count! map, and that Census 2000 will help in making , anew map. Answers: Page 5: 1, Charlotte Amalie (red). 2. West End (yellow). 3. Cruz Bay (gold). 4. Southcentral (orange). Page 6: 1. Charlotte Amalie; 20,589. 2. Central; 621. 3. Northwest; 4,828. 4. Southwest; 7,840. 5. Answers will vary. BEST COPY AVAILABLE @) (>) SS —>—>>= Lesson 1 | Activity Worksheet 1A Name: the symbols on the map look just like the ones in the map key. Few People More People Many People Water (Yellow) (Red) Charlotte Amalie (Blue) Your Home ! These Are Our Islands w@ Color in the map key. Then color in the map, making sure —— St. U.S. VIRGIN ISLANDS St. Croix NVA Activity Worksheet 1B Name: __ Mapping Subdistricts | ] Map keys help you read maps. Look at the We Count! map. What do the colors mean? The map key tells you. | @ Look at the map key below. Read the color each box should be. Then color in the boxes. SUBDISTRICT POPULATION MAP KEY RED | Over 10,000 GOLD | 2,000-4,999 ORANGE | 5,000-9,999 | YELLOW] Less than 2,000 @ Color each of the subdistricts below to match the map key. Then you | can look at the We Count! map to find the name of each subdistrict and write it on the line next to it. SDs | 3. BEST COPY AVAILABLE 4 = — : —" ra og e~ \ £8 Lesson 1 Activity Worksheet 1B (continued) LF Name: _ Mapping Subdistricts People, Places, and Numbers wW Below are some populations from different subdistricts. Write each number in standard form. (Hint: use what you know about place value.) Then use the We Count! map to find out which subdistrict has that same population. Circle the right one. We’ve done the first one for you! 1. Twenty thousand, five hundred eighty-nine 20.589 Cruz Bay Anna’s Hope Village . Six hundred twenty-one i) Central Coral Bay Northside w . Four thousand, eight hundred twenty-eight Tutu Northwest Frederiksted 4. Seven thousand, eight hundred forty £ suthcentral Northside Southwest 5. In which subdistrict do you live?____ How many people live in your subdistrict?__ How many thousand people?___>_ How many hundred people?__ au Map Literacy OUR CHANGING ISLANDS A History of the Census in the U.S. Virgin Islands Skills and Objectives: Grades S-12 @ Students will learn about the census, why it is important, and how it is beneficial to the residents of the U.S. Virgin Islands. Suggested Groupings: Small groups, individuals Getting Started: Ask students to guess the answers to the following questions. Write some of their answers on the board, then give them the correct answers. 1. What is the population of the Virgin Islands? (101,809, based on 1990 census) 2. Are there more males or females in the Virgin Islands? (females — 52,599; males — 49,210, based on 1990 Definitions census: a count of a population in a given area. confidential: private or secret. decennial: occurring every 10 years. data: factual information. subdistrict: a geographic unit of measurement used by the Census r Chalkboard —— @ Review “Census at a Glance” (page 8) and discuss with students why the census Is SO Important. @ Explain that they will be working in groups of four or fewer to solve the word puzzle on page 10. Wrapping Up: @ Review the students’ answers to the questions on page 10 and discuss them in class. Use these answers to initiate a discussion about population trends census) 3. What is the median age of the population in the Virgin Islands? in the Virgin Islands and how they j influence the islands’ future. — (28.2, based on 1990 census) 4. What was the population of the Virgin Islands when it was transferred to the U.S. in 1917? (26,051), Tell students that we can know the answers to these questions through data collected by the census. The U.S. Census Bureau conducts a complete count of all the people living in the Virgin Islands every 10 years. Phe information collected by the census includes the population of our islands, as well as people's ages, education, and occupations, ete. @ Explain to students that the first census in the Virgin Islands was taken in 1835 when the islands were still territories of Denmark. At this time the islands were called the Danish West Indies. Approximately 43,200 persons were counted then. From 1835 to 19LL the government of Denmark conducted 11 censuses, The Virgin Islands became a territory of the United States in 1917 after the United States purchased them for $25 million. In 1917 the Census Bureau took a special census, and since 1930 the Virgin Islands has been included in all the decennial censuses taken in the United States. Using the Activity Worksheets: @ Photocopy and distribute the Activity Worksheet (page 10) and maps (page 9 and 28), along with “Census at a Glance” (page 8). Extension Activity: Ask students to write their own questions based on the maps (pages 9 and 28) and/or the population table (page 10). Then have them exchange questions with their classmates and research the answers. Grades 9-12: Have students review the history of their subdistrict. Ask: When was their subdistrict established? Are its boundaries the same today as when it was established? What factors have affected the population growth of their subdistrict? To answer these questions, students will need to obtain census information for the Virgin Islands and their sub- district. Have them start with a visit to their local or school library. Answers: Page 10: 1. Cruz Bay 2. East End 3. St. John 4. St. Croix §, Southcentral 6. Christiansted 7. Census 8. There was substantial immigration from the U.S. mainland, the eastern Caribbean, and Puerto Rico. 9. The abolition of slavery in 1848 and the subsequent migration of former slaves, and the decline in the local economy, particularly the sugar industry. BEST COPY AVAILABLE Lesson 2 | Activity Worksheet (_AS SL my img Name: Census at a Glance @ The U.S. Census is mandated by Article 1, Section 2 of the U.S. Constitution, which requires an enumeration of the population of the United States every 10 years. @ Title 13 of the United States Code, which sets out the basic laws under which we conduct a census, specifies that the U.S. Virgin Islands shall be included in the decennial census. ® On March 27, 2000, the U.S. Postal Service will deliver questionnaires called Advance Census Reports (ACRs) to every household in the U.S. Virgin Islands. ACRs ask for infor- mation about every person living in every household. A few days before the ACR arrives, each household will receive an advance letter alerting them to its delivery. Each household will be asked to complete the questionnaire and hold it until a census worker picks it up on or soon after March 31, 2000. If the ACR is not complete when the census worker arrives, then he or she will help complete it by conducting a personal interview. @ All individual information collected for the census is confidential. Census workers can be fined and/or jailed for releasing this information, and the Census Bureau itself is forbid- den by law from sharing such information with other government agencies. @ The first census of the United States was taken in 1790. The first U.S. decennial census in the Virgin Islands was taken in 1930. The Virgin Islands became a part of the United States in 1917 after the United States purchased them from Denmark. @ In addition to taking a complete count of the population, the U.S. Census Bureau and the U.S. Virgin Islands Eastern Caribbean Center also collect information about housing, age, race, education, and economic indicators. @ The census is important because the information obtained from the form helps federal and local governments determine where new roads, parks, schools, hospitals, and other services are needed. A new school and library, for example, could be built in your neighborhood based on data indicating a large increase in the number of school-age children living there. @ The U.S. Census Bureau plans long in advance for every census. While conducting a census, the Census Bureau is already planning for the next census, even though it is 10 years away. @ Census day is April 1, 2000: All people living in the U.S. and its territories on this day are included in the official count. 1930 Population (TLANTIC OCEAN of U.S. Virgin Islands Great Northside Little Northside (part) (part) Haws Lolli Westend Inne wes — Island (part) lan Eastend (part) Eastend (part) y - 1 ovone Crua Bay (part) Southside, > (part) “7 wee +> ts St. Thomas va St. John ste 9,834 765 MAP KEY QUARTER POPULATION Over 1,000 © Capital < [] 500 - 999 --- Quarter Boundary [ _]100 - 499 1930 Population of sa U.S. Virgin Islands: [__] Less than 100 22,012 ata ! St. Thomas 0 Miles 2 40 miles —==— CARIBBEAN SEA t) 2 Kilometers CARIBBEAN SEA Eastend (part) ; ™\ Christiansted . 3,767 \\ é pa Ot Frederiksted 2,698 St. Croix 11,413 All information on this map is based on 1930 Census data 13 BEST COPY AVAILABLE Activity Worksheet Name: A History of the Census in the U.S. Virgin Islands To answer the following questions and solve the word puzzle, you'll need to compare the 1930 and 1990 population maps of the U.S. Virgin Islands. The population of this subdistrict (St. John) has grown almost tenfold since 1930: (__) What was Redhook Quarter (St. Thomas) in 1930 is part of which subdistrict today? \ (__) This was the least populous island in 1930 and 1990: = en This was the most populous island in 1930 and 1990: ee Nar Since 1930, this southern portion of Queen Quarter (St. Croix) has been absorbed by which subdistrict? ‘ » Nt Be Which subdistrict (St. Croix) has lost population since 1930? What do the circled letters spell? POPULATION HISTORY OF THE U.S. VIRGIN ISLANDS, 1835-1990 1835 43,178 1880 33,763 24,889 1841 40,955 1890 32,786 26,665 1850 39,614 1901 30,527 32,099 1855 7,137 1911 27,086 62,468 1860 38,231 1917 26,051 96,569 1870 37,821 1930 22,012 101,809 TOTBNE poem KS Pepaaatin ate NOTE: A special Federal U.S. census was taken in 1917. Censuses prior to 1917 were taken by the Danish Government. The Virgin Islands has been included in every decennial census since 1930. The table above shows the history of population growth for the Virgin Islands since 1835, which reflects important changes and events that have taken place on our islands. Using your knowledge of the history of the Virgin Islands, try to answer the following questions. Write your answers on a separate sheet of paper. 8. How do you explain the near doubling of the population between 1960 and 1970? 9, The population of the Virgin Islands declined steadily from 1835 to 1930. What accounts for this decline? Community Involvement WHERE YOU BELONG/GROUP NEEDS Grades K-4 Skills and Objectives: @ Students will learn about the concept of groups. ® Students will use counting techniques to take a census of their family and class. @ Students will discuss the needs of individuals, families, and the community. ‘z Chalkboard Definitions household: a family or group of people that live together in one place. group: a number of people who share something in common such as a school, community, or country. community: a group of people who live in the same area or have something in common. need: something that a person must have. census: an official count of the population in a given area. housing unit: living quarters such as a house ba an apartmert. Y WHERE YOU BELONG Grades K-1 Suggested Groupings: Whole class, pairs, individuals Getting Started: Discuss the definition of a group with your stu dents. Explain that a very important group is the family and that families tend to live together in one housing unit. The U.S. Census Bureau gathers information about housing units and people. This gathering of information is called a census. A census is taken every 10 years (always a year that ends in a zero) because the number of people and the number of housing units change. The new numbers are used for important community decisions, such as where to build new schools, stores, and playgrounds. Using the Activity Worksheets: ® Photocopy and distribute Worksheet 3A (page 12). ® Explain how a census counts people and the housing units people live in @ Guide students through the activity: Have them draw their class and household, then count the total number of people. Wrapping Up: Have students show their pictures to the rest of the class. Ask students: How do their drawings differ? What are the different places where families might live? Draw examples on the board. Explain how there may be more than one housing unit in a structure, such as an apartment building. GROUP NEEDS Grades 2-4 Suggested Groupings: Whole class, individuals Getting Started: Ask students to define the word “needs.” Explain that individuals need certain things to live. Have students give examples of needs such as food, water, and shelter and discuss how one person’s individual needs might be different from what a group needs. Next, discuss with students what some of the class eds are, then extend the topic of discussion to the needs a family might have, and then to the needs a comimunity might have. Challenge students to think about why certain things might be needed by a family and a community, and not by an individual. Using the Activity Worksheets: @ Photocopy and distribute Activity Worksheet 3B (page 13). @ During or after your classroom discussion of needs, help students fill in their lists. Remind them to give reasons why these things are needed. Wrapping Up: Review with students their lists of class, family, and community needs. Ask students: Are there any family and community needs on their lists that are different from individual needs? Indicate their answers in a separate list on the board. Are there any needs that might be more important than others? Why? Why do we take the census? lo Lesson 3 | Activity Worksheet 3A Name: Where You Belong We all belong to many groups. You belong to the groups below. Draw a picture of each group including everyone who is a part of the group. Then count how many people are in each group. This is like taking a census. My Class How many classmates do you have? _ My Household (the people I live with) How many people live in your household? Lesson 3 | Activity Worksheet 3B Name: Group Needs w@ Groups have different needs. Write down some things your class needs and why they are needed. Then do the same for your family and community. 1. My class needs: Community Involvement MAKING PLANS Grades 5-8 Skills and Objectives: @ Students will use real-life problem-solving skills to choose a site for a new school. Suggested Groupings: Small groups Getting Started: 1. Ask students how they think census information is used. Explain that the federal govern- ment, the government of the U.S. Virgin Islands, and businesses use census information on age, gender, language, housing, employment, income, and transportation to tailor services to a Community's needs. This information is an - Chalkboard a. Definitions census tracts: small, relatively permanent areas within subdistricts that average 4,000 residents per tract. statistics: a collection of numerical data. constituent: a person represented by an Soames Official. 4 ment status) can help local governments serve their constituents. Offer an example, such as using census information on employment for developing a job training program. Using the Activity Worksheets: ®@ Photocopy and distribute the Lesson 4 Activity Worksheets (pages 15 and 16) and introduce the lesson. Divide the class into small groups. @ Invite students to come up with integral part of the Virgin Islands’ planning decisions. @ Tell students they will do a site-planning exercise by using census-style data and other factors to pick a new school site. Ask: What factors would you consider in selecting a site for a new school? 2. You may wish to do the following as a warm-up activity: @ Write these categories on the chalkboard: 1. Children ages 6-12 2. Adults ages 65+ 3. Households without cars @ Ask students to name the category or categories that would most affect plans tor the following: A. A new bus route (2, 3) B. A new middle school (1) ? C. A new community center (1, 2, 3) How might people of varying ages feel about the proposed plans? For example: How would adults 65 and older feel about a new school being built near them? 3. Discuss with students how information about characteristics other than age (such as employ- their own examples of how census information might be used. Wrapping Up: @ Have groups compare the sites they chose for a new school. Most groups probably chose Site B based on what is nearby (convenient transporta- tion, residential housing, a large school-age population) and what is not nearby (industrial areas, a highway, other schools). @ You might wish to stage a town meeting to discuss students’ site selections. At this meeting, add a cost consideration to the selection process. Propose to students that it will cost twice as much to build a school on Site B as it will to build on Site A or C, Building a school on Site B would mean raising taxes. Ask students to rethink their site selection with this in mind. Would their decision remain the same? Why or why not? Extension Activity: Have groups brainstorm about other planning decisions that could be made from the data in this lesson, for example, building a new play ground or hospital. Activity Worksheet Name: Making Plans One way that census data are gathered and organized is by census tracts. Census tracts are small areas within subdistricts that generally have between 1,500 and 8,000 residents, averaging 4,000 per tract. Local governments can use tract statistics to make decisions, such as which areas could use a new bus route, or which neighborhoods need more playgrounds. What if you were a local government official? How would you use census-style data to make community planning decisions? Give it a try. A local school district has to decide where to build a middle school. The planning chart below helps you analyze each site. First, read the questions posed in the chart and enter your answers in the first column. Use the School Planning Map and the Census Table on page 16 to fill in the rest of the chart below. For each factor on the chart, rank the sites from 1 (best) to 3 (worst). Explain your reasoning for the ranks you choose. Then add up the rankings for each site to see which one comes out with the lowest total. That’s your site! Planning Chart FACTORS TO CONSIDER ANSWER/EXPLANATION SITE A SITE B School-Age Populations What are the pros and cons of locat- ing schools near census tracts with large school-age populations? Existing Schools How close togeth- er or far apart should schools be in areas with lots of children? Industrial Areas Factories can cause noise and air pollution. How might this affect a school? Transportation How will children get to school? Are there roads leading to the site, or will the community have to build new ones? Is it dangerous to put a school near a highway? Totals Activity Worksheet (continued) Name: ee | Making Plans (continued) School Planning Map . Census Table Tract 314 Tract 315 Tract 316 12, A il il | | G Tract 317 Tract 318 Tract 319 | WZ Which site did you choose? Explain why you picked this site. Community Involvement MAKING PLANS Grades 5-8 Skills and Objectives: ® Students will use real-life problem-solving skills to choose a site for a new school. Suggested Groupings: Small groups Getting Started: 1. Ask students how they think census information is used. Explain that the federal govern- ment, the government of the U.S. Virgin Islands, and businesses use census information on age, gender, language, housing, employment, income, and transportation to tailor services to a community's needs. This information is an ( Chelibeedd Definitions census tracts: small, relatively permanent areas within subdistricts that average 4,000 residents per tract. statistics: a collection of numerical data. constituent: a person represented by an scans Official. Ls ment status) can help local governments serve their constituents. Offer an example, such as using census information on employment for developing a job training program. Using the Activity Worksheets: @ Photocopy and distribute the Lesson 4 Activity Worksheets (pages 15 and 16) and introduce the lesson. Divide the class into small groups. integral part of the Virgin Islands’ planning decisions. @ Tell students they will do a site-planning exercise by using census-style data and other factors to pick a new school site. Ask: What factors would you consider in selecting a site for a new school? 2. You may wish to do the following as a warm-up activity: @ Write these categories on the chalkboard: 1. Children ages 6-12 2. Adults ages 65+ 3. Households without cars @ Ask students to name the category or categories that would most affect plans tor the following: A. A new bus route (2, 3) B. A new middle school (1) C. A new community center (1, 2, 3) How might people of varying ages teel about the proposed plans? For example: How would adults 65 and older feel about a new school being built near them? 3. Discuss with students how information about characteristics other than age (such as employ @ Invite students to come up with their own examples of how census information might be used. Wrapping Up: @ Have groups compare the sites they chose for a new school. Most groups probably chose Site B based on what is nearby (convenient transporta- tion, residential housing, a large school-age population) and what is not nearby (industrial areas, a highway, other schools). @® You might wish to stage a town meeting to discuss students’ site selections, At this meeting, idd a cost consideration to the selection process. Propose to students that it will cost twice as much to build a school on Site B as it will to build on Site A or C. Building a school on Site B would mean raising taxes. Ask students to rethink their site selection with this in mind. Would their decision remain the same? Why or why not? Extension Activity: Have groups brainstorm about other planning decisions that could be made from the data in this lesson, for example, building a new play ground or hospital. Activity Worksheet Name: Making Plans One way that census data are gathered and organized is by census tracts. Census tracts are small areas within subdistricts that generally have between 1,500 and 8,000 residents, averaging 4,000 per tract. Local governments can use tract statistics to make decisions, such as which areas could use a new bus route, or which neighborhoods need more playgrounds. What if you were a local government official? How would you use census-style data to make community planning decisions? Give it a try. A local school district has to decide where to build a middle school. The planning chart below helps you analyze each site. First, read the questions posed in the chart and enter your answers in the first column. Use the School Planning Map and the Census Table on page 16 to fill in the rest of the chart below. For each factor on the chart, rank the sites from 1 (best) to 3 (worst). Explain your reasoning for the ranks you choose. Then add up the rankings for each site to see which one comes out with the lowest total. That’s your site! Planning Chart FACTORS TO CONSIDER ANSWER/EXPLANATION SITE A SHE B School-Age Populations What are the |. os and cons of locat- ing schools near census tracts with large school-age populations? Existing Schools How close togeth- er or far apart should schools be in areas with lots of children? Industrial Areas Factories can cause noise and air pollution. How might this affect a school? Transportation How will children get to school? Are there roads leading to the site, or will the community have to build new ones? Is it dangerous to put a school near a highway? Totals BEST COPY AVAILABLE Activity Worksheet (continued) — ll Making Plans (continued) School Planning Map Census Table Tract 314 Tract 315 Tract 316 CHMDpREN | TRACT 1} AGES 6-12 = ————— > wl Z Tract 317 Tract 318 Tract 319 J Which site did you choose? Explain why you picked this site. Community Involvement FUTURE FOCUS Grades 9-12 Skills and Objectives: @ Students will recognize the importance of the census and the need to encourage others to participate in the census. @ Students will identify the potential concerns of different segments of the population. ® Students will design an advertisement for Census 2000. Suggested Groupings: Small groups Getting Started: @ Discuss with students the impor- tance of getting involved in their community and helping to increase census awareness. As a way of doing this, students will develop census ads. The goal is to choose a specific e Chalkboard c Definitions decennial: occurring every 10 years. target audience: a specific group of people at which an advertisement or other \ presentation is aimed. / @ After groups complete the first activity, have volunteers explain how results of the census might affect the people represented by the various household categories. @ Betore students begin designing their ads, encourage them to think of examples of other public service cam- paigns. You might discuss ad cam- paigns designed to encourage people segment of the population as their target audience and encourage them to participate in the census, thereby helping the Census Bureau achieve an accurate count of the population, @ Explain that conducting a decennial census is a tremendous undertaking. For the U.S. Virgin Islands, the U.S. Postal Service will deliver Advance Census Reports (ACRs) to all households. Each household is asked to complete the form and hold it until a census worker picks it up. If the household has not completed the form, then the census worker conducts a personal interview to com- plete the census questionnaire. @ Brainstorm about the importance of responding to the census and the ways in which census data affect our future. (Examples include: allocating money for education and transportation.) Using the Activity Worksheets: ® Photocopy and distribute the Activity Worksheets on pages 18 and 19. @ Divide students into small groups. Have groups read the text and do the first activity on page LS. to register to vote, or to discourage people from drinking and driving. @ You may wish to offer students the opportunity to select the type of ad they want to work on. They might want to do a print ad, a radio ad, or a television ad. A print ad should include visual elements. A radio ad should be written in a formal script. A TV ad should contain a script as well as a set of sketches depicting a series of shots. @ Have students design their ads. Wrapping Up: @ Have each group present its ad. For each ad, a group spokesperson should explain the segment of the population they targeted, and the reasoning behind the design of their ad. Answers: Page 18 (Possible answers): CED BS 36.88 4.A 5.F 6.B,C,G BEST COPY AVAILABLE Lesson 5 Activity Worksheet Future Focus e | Census data are used to make a wide variety of federal and local decisions that affect all residents of the U.S. and the U.S. Virgin Islands. The U.S. Census Bureau needs to spread the word about the importance of participating in Census 2000. ~ The box below shows some examples of how Census 2000 data can affect the future. As with many other things, people’s concerns about the future vary according to who they are. Families with school-age children might have concerns very different from those of the elderly. Decide which effects of census data (in the box to the WAYS THE CENSUS CAN right) might most concern the household categories AKEECT THE FUTURI listed below. Then write those letters in the blanks. The Claes cas bi) Gauruiiae... Letters may be used more than once.) ‘ ( . A. where new roads will be built. ee r ; B. where new schools and libraries Household Categories : are needed, 1. Households with children under age 5 C. the location of new hospitals. 2. Households with school-age children D. the location of new day care YO EP PL IISL, . Households with people centers. E. where new nursing homes are needed. F. changes in public transportation ae eT age 65 and over . Households with cars 5. Households without cars service. 6. All houscholds — G. the location of new parks and recreation centers. Design an Ad ; TROT DE BG OL a eae aes Now it’s time for your group to create a Census 2000 advertisement aimed at a specific target audience (for example: students in grades 5-8 or 9-12; unmarried adults, ages 18 to 30). As you design, you might want to keep the following in mind: @ What will your ad say? What information about the census and the future will be of interest to your target audience? What would be a convincing reason for your targeted audience to participate in the census? How will your target audience affect ad placement? List three appropriate places where your ad might be displayed. @ Use the space on the next page to sketch an outline of your ad. § ; BEST COPY AVAILABLE Lesson § | Activity Worksheet (continued) Name: | Future Focus i |) | Managing Data GETTING THERE Skills and Objectives: Grades K-5 @ Students will learn what a pictograph is and how it is used. @ Students will use whole-number addition to interpret a pictograph. @ Students will collect data and present it in their own pictograph. Suggested Groupings: Individuals, partners Getting Started: @ Introduce the lesson by telling students that the Census Bureau counts the number of people in the U.S. Virgin Islands, then tallies the é Chalkboard oa Definition pictograph: a graph that uses pictures to stand for a number of wees or things. ca way that is similar to the one shown on page 21. In the left column of the table on Activity Worksheet 6B, students will draw symbols to repre- sent the three means of transportation that their classmates most commonly use to visit friends (based on the results of the classroom survey). information and displays it in charts and graphs. Show them the questions on page 29 to demonstrate the kind of intormation that is gathered. @ Explain thar, in this lesson, students will practice reading a certain kind of graph, a pictograph. They will then gather information and create their own pictograph. @ Discuss with students the different ways they travel to visit family or friends. List these ways on the board and then take a survey by asking each student how he or she usually travels to visit triends (vou will use the results in a later activity). Explain that a survey is when you ask the same question of many people and then add up their answers. Discuss that the census is also a type of survey and that it includes questions on trans portation, such as how people get to work. Using the Activity Worksheets: @ Photocopy and distribute Activity Worksheet 6A (page 21) to your class. @ Make sure the students understand the picto graph. Then have students work by themselves or with a partner to answer the questions. Discuss the results of this first activity. You may wish to write the results on the chalkboard, @ Photocopy and distribute Activity Worksheet 6B (page 22) to individual students or partners. @ Direct students to draw their pictograph in a 2 Remind them that the fourth row should be labeled “other.” Wrapping Up: How does a pictograph make it easy to compare numbers? (Instead of totaling numbers, you can just look to see which row has the most pictures.) @ Explain to students that the kinds of transportation that are practical and available can vary greatly depending on the region, town, or city in which they live. Extension Activities: @ Grades K-1: Use the data you have collected from the class survey to create a transportation chart on a bulletin board or poster board. Reinforce that charts make it easier to understand information about a number of different people or things. @ Grades 4-5; Invite students to gather other types of information through surveys of their frends or tamily and display them in pictographs. Suggestions include favorite anunals, sports, or foods. Answers: 1. Two students in Ms, Wallace’s class. 2. Most students visit friends by car. a Graphs will vary. | ( BEST COPY AVAILABLE Activity Worksheet 6A Name: Getting There wW When you visit friends, how do you usually get there? The pictograph below shows how the students in Ms. Wallace’s class usually travel to visit their friends. In a pictograph, pictures stand for a certain number of things or people. HOW MS. WALLACE’S STUDENTS TRAVEL TO VISIT FRIENDS On Foot PAG t>—~>>-8 By Car By Boat PICTOGRAPH KEY ©) = 2 students in Ms. Wallace’s class Use the pictograph to answer the following questions. 1. What does a ©) stand for on the pictograph? _ 2. How do most of Ms. Wallace’s students travel to visit their friends? Activity Worksheet 6B Name: Getting There (continued) ZW How do you and your classmates travel to see your friends? Your teacher will help you find out. Then use that information to create your own pictograph below. Create your pictograph below. First, label the left column with pictures of the different kinds of transportation. The fourth row should be labeled “OTHER.” Next, draw a picture to represent two students from your class. Put it in the key. Then fill in each row by drawing in the correct number of pictures. HOW MY CLASSMATES TRAVEL TO VISIT FRIENDS PICTOGRAPH KEY Managing Data WHAT’S BEHIND THE FORM? TAKE YOUR OWN CENSUS AND FIND OUT Grades 6-12 Skills and Objectives: Grades 6-9: @ Students will understand the stages of designing, conducting, and processing a survey. @ Students will determine mean, median, and range for sets of data. @ Students will create a bar graph based on the results of their own survey. (srades 10-12; @ Students will understand how a population estimate differs from a population projection. Suggested Groupings: (Chalkboard Definitions) addend: any number that is Materials Needed: added to another to form a sum. Individuals Notebook paper population estimate: a conclu- sion about the past or present Getting Started population based on existing 1. Every 10 years the U.S. data. Census Bureau conducts a census mean: the average of a set of (a complete count) of the popula- numbers. tion of the U.S. Virgin Islands. niedinn: the widde runteet, or the average of the two middle numbers, in a set of numbers. Explain to students that the cen- sus 1S an actual count as opposed tO. percent: the ratio of a number to 100. Like a fraction, a percent signifies a part of a whole. population projection: computation of future population size based on assumptions about births, deaths, and migration. survey, which is based on a sample of respondents. Along with the population count, other tacts are collected, such as social, economic, and housing character- istics. Various statistical measures, including mean, median, and range: the difference between the largest number and the smallest number in a set of numbers. range, are used to communicate the information in a meaningful way to government agencies, businesses, universities, and the respondent: a person included in public. Information such as the a survey Or a Census. age distribution of a population survey: a set of questions asked is crucial because it impacts of a specific group of people to programs and spending. For collect data. example, if the percentage of the = \ SS) Virgin Islands’ residents ages 65 and over increases between 1990 und 2000, this might affect the allocation of funds to programs for the elderly. For more information, ter to “Our Changing Islands” (page 7). The next esl ~ iar a saneaple i BEST COPY AVAILABLE conducted on April 1, 2000, Managing Data WHAT’S BEHIND THE FORM? Grades 6-12 2. Explain to students that the census is an enormous undertaking requiring about 12 years of planning and preparation. In order for the Census Bureau to collect the correct information, the right questions must be asked. 3. Explain to your students that they will be con . ducting their own “census-like” surveys. To do this, they will be collecting information from five house- holds — their own, as well as those of relatives or friends — and comparing that information with data that were collected in the Virgin Islands during the 1990 census. Using the Activity Worksheets: Photocopy and distribute Activity Worksheet 7A (page 26). Ask students to look over the 1990 census results to familiarize themselves with the outcomes they may expect after conducting their surveys. ® Next, photocopy and distribute “Think It Through Before You Start” (page 25) and discuss the questions with your students. Have students respond to the questions in the spaces provided, and as a class review their answers. @ On a sheet of paper, have students write down the following questions, making sure to leave room for five sets of answers. 1. How many people live in your household? 2. What are their ages? @ Now students are ready to conduct their surveys. Discuss how they will gather and record data from the five households. Remind them to apply what they learned trom “Think It Through Before You Start.” @ After students have finished their surveys, have them transfer the age data they've collected onto a separate sheet of paper, arranging the ages from youngest to oldest. @ Review with your students the steps for calculating mean, median, percentage, and range on Activity Worksheet 7A (page 26). Then have students use the data they collected from their survey to answer the questions on that page. Wrapping Up: 1. Compare students’ answers to the figures shown for the U.S. Virgin Islands on the Activity Worksheet. Responses will vary, but students should be able to explain their work, @ Revisit “Think It Through Before You Start” (page 25) with your students and ask them to reconsider each of the questions in light of their recent survey experience. What obstacles did they encounter? Did they obtain the results they expect- ed? If they were asked to conduct another survey, would they do anything differently? Explain that the Census Bureau also faces many difficulties dur ing the taking of a census such as determining which questions to ask, tracking down hard-to- reach respondents, ensuring the accuracy of an enormous amount of information, and deciding how to present the data collected to a wide range of audiences. The Bureau must also contend with people who won't fill our the form because they fear their answers won't be kept confidential. From what you’ve learned, how would you suggest that the Census Bureau deal with these issues? @ Ask students whether they think the results of the 2000 census will differ from those of 1990. If so, why? 2. Photocopy and distribute the Census 2000 ques Think It Through Before You Start Think It Through Before You Start a To conduct a successful survey you need to be well-organized and prepared to handle obstacles you'll find along your way. Answer the following questions before embarking on your research. 1. Who will you collect the information from? The information you collect tor each household may vary depending on which person you interview. For example, a young child may not know the exact ages of all the household members, whereas an adult in the household probably will. 2. When will you collect the information? You may be more likely to reach a respondent during evening hours, During daytime hours, many respondents will be unavailable because they are at work or in school. 3. How will you collect the information? Via telephone, face-to-face interview, or mail questionnaire? A phone survey is generally economical and efficient, but remember that some households don’t have phone service. In-person interviews are the most time-consuming because they require visiting the household being surveyed. With a mail questionnaire, you'll need a printed form that respondents can fill out and return, but be aware that postage and printing costs can add up quickly. 4. How will you deal with a respondent who refuses to participate? People who refuse to take part in a survey often do so because they fear the information they provide will be shared with others, Assuring contidentiality increases the likelihood that those you survey will answer your questions. The Census Bureau, for example, does not share the information it collects with any other government agencies, and its employees take a sworn oath to keep the information they collect confidential. In addition, all census data are aggregated — no characteristics of individuals are ever revealed 5. How will you check the accuracy of the data you collect? Keep an eye out for suspicious numbers such as a household with 50 members or an individual who is 200 years old. If you see these kinds of aberrations, the best thing to do is resurvey the household in question to correct any errors. 6. How will you present your data once your survey is complete? Possibilities include creating charts, tables, graphs, or preparing a written or oral report Find the Mean Number of Persons Per Household from Your Survey The mean is the average of all the numbers in a set of numbers. Write down how many people live in each household you surveyed. Add the numbers, then divide by the number of addends. 1990 Mean Number of Persons Per Household in the U.S. Virgin Islands 3.14 Solution to the Problem Write Your Answer Here i Find the Median Age of the Respondents from Your Survey The median is the middle number (or the average of the two middle numbers) in a set of numbers. Write down the age data you’ve collected from youngest to oldest. Find the median by crossing out numbers, one from each end, until only one number is left. If two numbers are left, find the mean of the two. 1990 Median Age of Residents of the U.S. Virgin Islands 28.2 Write Your Answer Here Find the Age Range of the Respondents from Your Survey The range is the difference between the largest number and the smallest number in a set of numbers. As above, arrange the age data you've collected in order from youngest to oldest. Subtract the youngest from the oldest to find the age range of your population. 1990 Age Range of Residents of the U.S. Virgin Islands 105 Write Your Answer Here Find the Percent Distribution of Population by Age from Your Survey Sort the age data you've collected according to the following age cate- gories: 0-17, 18-24, 25-44, 45-64, and 65+. Divide the number of individuals that falls into each age category by the total number of respondents. Multiply by 100. This will tell you what percentage of respondents falls into a particular age category. Using the graph at right as a model, plot the percentages for the data you've collected in the last column. 1990 Percent Distribution of Population by Age for the U.S. Virgin Islands BEST COPY AVAILABLE sWa]qoid SUIMO][O}J IYI DATOS 0} AJAINS UMO INOA WOIJ PIIDI]JOI BLP IYI Is() el WZ WoysyxIOM AIANDY Activity Worksheet 7B Name: Population Estimates/Projections Grades 10-12 @ Enumerations, Estimates, and Projections of Population The U.S. Census Bureau produces three basic types of information about the U.S. population: enumerations, estimates, and projections. Enumerations are counts of the population, as in the 1990 census of population. Estimates are calculations of the population for a recent date and are usually based on the last census as well as on information about population change since the last census. Projections are calculations of the population for a future date and are usually based on the last census Or estimate, and on assumptions about future population growth or decline. ®@ Population Estimates The three components of population change between two dates are births, deaths, and net migration (immigration to the U.S. Virgin Islands minus emigration from the U.S. Virgin Islands). For the Virgin Islands, the population in 1990 was 101,809. For the 1990-1998 period, data on the components of population show the following: births (B) = 19,062, deaths (D) = 4,720, net migration (NM) = +2,231. 1. Calculate the 1998 population estimate for the Virgin Islands using the following formula: P 998 = P 990 +B-D+NM @ Population Projections The three components of population change between two dates are births, deaths, and net migration, To make population projections tor the Virgin Islands, demographers make assumptions about future trends in the components of population change. 2. Table A shows the 1970 and 1990 census populations for the Virgin Islands. Calculate numerical change (1990 population minus 1970 population) and percent change (population change as a per- cent of 1970 population, with percent change rounded to one decimal place). Table A. Population Change of the U.S. Virgin Islands: 1970 and 1990 1970 1990 Numerical Percent Population Population change change 62,468 101,809 ~ gig @ My 7 ort wore TH, 0 EIT 3. Calculate population projections for the U.S. Virgin Islands for the year 2010 assuming a continu- ation of trends for the 1970-1990 period: first based on numerical change, then based on percent change (as calculated above), with the results rounded to the nearest integer. Table B. Population Projections for the Virgin Islands for 2010 Based on numerical change Based on percent change 4. Why is the population projection for the year 2010 larger when based on percent change than when based on numerical change for the 1970-1990 period? 1990 Population ATLANTIC OCEAN ot eS \ irgin Islands St. Thomas = St. John 48,166 3,504 MAP KEY SUBDISTRICT POPULATION © Capital Over 10,000 --- Subdistrict Boundary [_] 5,000 - 9,999 [ ~ "} 2,000 - 4,999 1990 Population of a U.S. Virgin Islands: [ ___| Less than 2,000 101,809 CARIBBEAN SEA CARIBBEAN SEA St. Croix 50,139 All information on this map is based on 1990 Census data Selected Census 2000 Questions 1. What is this person’s sex? 4. What is this person's race? Mark one 2 Male or more races to indicate what this QO Female person coasiders himself/herself to be. 2. What is this person’s age and date of 4 White birth? (Print numbers in boxes) 4 Black, African American, or Negro ous 4 American Indian or Alaska Native — LTT) Age on April 1, 2000 Print name of enrolled or principal Re Month of Birth tribe below y “ae Day of Birth | | } | | Year of Birth Note: Please answer BOTH questions 3 and 4. 3. Is this person Spanish/Hispanic/Latino? Asian Indian } Japanese Chinese 4 Korean Filipino LY Vietnamese Other Asian — Print race below % OoOced Native Hawaiian Guamanian or Chamorro 4 No, not Spanish/Hispanic/Latino 4 Yes, Mexican, Mexican American, Chicano Samoan 4 Yes, Puerto Rican Other Pacific Islander — 4 Yes, Cuban Print race below % _ Yes, other Spanish/Hispanic/Latino — Coca Print group below y — Some other race — Print race below y _ Additional Resources «.. Web sites =) U.S. Census Bureau (www.census.gov). The source tor information on people, business, and geography. This site offers census news, maps, tools to build your own data tables, and more. The Government of the U.S. Virgin Islands (www.gov.vi/index.html). The on-line edition of the Virgin Islands’ Blue Book, which gives detailed information on the structure of the territorial governments and other information ot general interest. Microstate Network (www.doi.gov/oia/netlinks.htm), This site has “a world of information about the smallest of states” and provides links to sites with intormation on a broad range of subjects concerning the U.S. Virgin Islands, including its business and economy, culture and language, and government and politics. Books k-4 Clear de Road: A Virgin Islands History Textbook by Roger Hill (U.S. Virgin Islands Department of Conservation and Cultural Affairs, Bureau of Libraries, Museums, and Archaeological Services, 1983). This 200-page overview of Virgin Islands’ history also includes color illustrations. 5-12 A History of the Virgin Islands of the United States by Isaac Dookhan (Canoe Press, 1994). A 300-plus page in-depth history of the Virgin Islands with extensive source references for additional research. ww o-- This is Your Future. ¥ ___. Don’t Leave It Blank. D-3273VITG 3 o