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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 MF01/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. 0 / Making Sense of sus o PL:ro) c=o=p cp c:3 40- O 0 will help you -to: bring the census to life for your students teach skills that correlate with local standards fulfill curriculumrequirements demonstrate the importance and many benefits of the census BEST COPY AVAILABLE 2 This is Your Future. Don't Leave It Blank. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy A logisaimA A A OSCHOLASTIC Scope and Sequence LESSON la ifr STRAND 1. These Are Our Islands/ Mapping Subdistricts Grades K-4 OBJECTIVE 1: MAP LITERACY Students will learn how to use a map key and will practice comparing mathematical values. CURRICULUM CONNECTIONS Geography Math SKILLS Reading Map Keys Comparing Mathematical Values STANDARDS Know Your Surroundings Develop Abilities in Many Skills Read, Write, and Compare Whole Numbers 2. 3. Our Changing Islands Grades 5-12 STRAND 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 4. 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 5. Future Focus Grades 9-12 STRAND 6. Getting There Grades K-5 Students will encourage others to participate in the census and design an advertisement for Census 2000. 3: MANAGING DATA 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 7. 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 0 Table of Contents Map Literacy Geography /Math /History Lesson 1 These Are Our Islands/Mapping Subdistricts 3 Grades K-4 Reading Map Keys/Comparing Mathematical Values Lesson 2 Our Changing Islands 7 Grades 5-12 Analyzing Historical Maps Community Involvement Civics dr Government /Math /Geography /Art /Language Arts Lesson 3 Where You Belong/Group Needs 11 Grades K-4 Recognizing Relationships Lesson 4 Making Plans 14 Grades 5-.8 Real-Life Problem Solving/Analyzing Data Lesson 5 Future Focus 17 Grades 9-12 Thinking Creatively Managing Data Math /Civics & Government !Geography Lesson 6 Getting There 20 Grades K-5 Using Charts and Graphs/Computing Whole Numbers Lesson 7 What's Behind the Form? 23 Grades 6-12 Collecting, Organizing, and Analyzing Data Additional Resources Inside Back Cover 4 0 as S.t I=I 4IftWie.:kftfl. 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 glance7 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 your 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 hoard. 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. 5 Map Literacy THESE ARE OUR ISLANDS Skills and Objectives: Grades K-2 O Students will learn what a map is and how it applies to them. O Students will be introduced to the concept of a map key. O 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 they live close to many other people, or only a few people? Chalkboard Definitions map: a drawing of an area that shows its features. map key: a place that tells what the symbols or col- :)rs on a map mean. 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. 3. Draw attention to the map key. Have students color the map key and discuss each symbol. 4. Ask students to create a symbol for 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. 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: O Students will understand the use of a map key in reading a population map. O Students will use place value and write numbers to hundred thousands. Suggested Groupings: Individuals, partners, small groups Getting Started: o 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. 0 Use the map key to explain how the col- ors make it easy to see how subdistricts dif- 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 5, using the colors shown on the We Count! map. Then, using the map key, guide them in coloring each subdistrict. Grades 3-4 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 unit. 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: 0 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 mapmakers information needed for the We Count! map, and that Census 2000 will help in making a new 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. 6 BEST COPY AVHILAbil.O Lessor) 1 Activity Worksheet 1A Name: These Are Our Islands Ca Color in the map key. Then color in the map, making sure the symbols on the map look just like the ones in the map key. BEST COPY AVAILABLE 0 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,z RED Over 10,000 GOLD 2,000 -4,999 5,000-9,999 Less than 2,000 ORANGE YELLOW 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. 2. 9 BEST COPY AVAILABLE Lesson 1 Activity Worksheet` Worksheet` 1B (continued) populations from different subdistricts. Write each form. (Hint: use what you know about place value.) Name: Mapping Subdistricts People, Places, and Numbers Charlotte Amalie Anna's Hope Village a Below are some number in standard 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 Cruz Bay 20,589 2. Six hundred twenty-one Central Coral Bay 3. Four thousand, eight hundred twenty-eight Tutu Northwest 4. Seven thousand, eight hundred forty Southcentral Northside Northside Frederiksted Southwest 5. In which subdistrict do you live? How many people live in your subdistrict) How many thousand people) How many hundred people? 10 Map Literacy OUR CHANGING ISLANDS A History of the Census in the U.S. Virgin Islands Grades 5-12 Skills and Objectives: O 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 census) 3. What is the median age of the population in the Virgin Islands? (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. The information collected by the census includes the population of our islands, as well as people's ages, education, and occupations, etc. O 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 1911 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. P. Chalkboard 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 ,Bureau. Using the Activity Worksheets: O Photocopy and distribute the Activity Worksheet (page 10) and maps (page 9 and 28), along with "Census at a Glance" (page 8). 11 1 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. 0 Review "Census at a Glance" (page 8) and discuss with students why the census is so important. 0 Explain that they will be working in groups of four or fewer to solve the word puzzle on page 10. Wrapping Up: 0 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 in the Virgin Islands and how they influence the islands' future. Answers: Page 10: 1. Cruz Bay 2. East End 3. St. John 4. St. Croix 5. 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. 0 BEST COPY AVAILABLE Lesson 2 Activity Worksheet Name: Census at a Glance o 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. 0 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. o 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. o 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. o 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. 0 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. o 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. 0 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. 0 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. 12 Great Northside (part) Bans Wilk Island o Eastend tt (part) Eastend c vc, .4:,,, (Part) Mina ::'....,..4,, Thatch Car Cav :Great No tIcte 4 '''''--1-..---71-111\...,_.1 ass:i4''.C."7,,Rd Cal s i. ,L:' i Vart 1 il s,,,,,,,, --v- Gross Cruz Bay >....41I, n '4(te C.ay (part) tf hOM '1 1 EtrItand % ,citY New ' ,i, .01,r7t) 1 li,t1 1221 4%, 7- 6 -' ,1 Redheok ' `£. .;Attti:4:-'; P, (PI) 1( 1 I. .ztig.,..4,4 128, Great S i H C ... an Jersas A damn Ld, a Point S,36 Redhook (part) Lads Sr. James Nand 100 - 499 1930 Population of U.S. Virgin Islands: Less than 100 22,012 All information on this map is based on 1930 Census data. .1. BEST COPY AVAILABLE folifr I I II I I II I I II Lesson 2 .. 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. 1. The population of this subdistrict (St. John) has grown almost tenfold since 1930: 2. What was Redhook Quarter (St. Thomas) in 1930 is part of which subdistrict today? 3. This was the least opulous island in 1930 and 1990: 4. This was the most populous island in 1930 and 1990: 5. Since 1930, this southern portion of Queen Quarter (St. Croix) has been absorbed by which subdistrict? 0 6. Which subdistrict (St. Croix) has lost population since 1930? 7. What do the circled letters spell? 1835 POPULATION HISTORY 43,178 OF THE U.S. VIRGIN ISLANDS, 1880 33,763 1835-1990 1940 24,889 1841 40,955 1890 32,786 1950 26,665 1850 39,614 1901 30,527 1960 32,099 1855 37,137 1911 27,086 1970 62,468 1860 38,231 1917 26,051 1980 96,569 1870 37,821 1930 22,012 1990 101,809 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? I I I I I I I I II II ocku Community Involvement WHERE YOU BELONG/GROUP NEEDS Grades K-4 Skills and Objectives: 0 Students will learn about the concept of groups. O Students will use counting techniques to take a census of their family and class. O Students will discuss the needs of individuals, families, and the community. 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: livihg quarters such as a house or an apartment. 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: 0 Photocopy and distribute Worksheet 3A (page 12). o Explain how a census counts people and the housing units people live in. o 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 needs are, then extend the topic of discussion to the needs a family might have, and then to the needs a community 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: 0 Photocopy and distribute Activity Worksheet 3B (page 13). 0 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? 15 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? 16 -1.- P II 11 11 II II II . -c. .. Lesson 3 Activity Worksheet 3B At a Groups have different why they are needed. 1. My class needs: Name: Group Needs needs. Write down some things your class needs and Then do the same for your family and community. 2. My family needs: 3. My community needs: 1 13 17 Community Involvement MAKING PLANS Grades 5-8 Skills and Objectives: 0 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 integral part of the Virgin Islands' planning decisions. 0 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? Chalkboard 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 elected official. 2. You may wish to do the following as a warm-up activity: o Write these categories on the chalkboard: 1. Children ages 6-12 2. Adults ages 65+ 3. Households without cars O Ask students to name the category or categories that would most affect plans for 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- 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: 0 Photocopy and distribute the Lesson 4 Activity Worksheets (pages 15 and :16) and introduce the lesson. Divide the class into small groups. 0 Invite students to come up with their own examples of how census information might be used. Wrapping Up: 0 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). 0 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. 18 II Lesson 4 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 School-Age Populations What arc the pros and cons of locat- ing schools near census tracts with large school-age populations? ANSWER/EXPLANATION SITE A SITE B SITE C 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 II II 19 BEST COPY AVAILABLE TRACT CHILDREN AGES 6-12 314 1,173 315 1,670 316 463 317 897 318 669 319 542 A bdstIng Middle 1."1. Schools 000 Possible School Sites Mr21 industrial Shopping Area Residential Highway -03- Road Which site did you choose? Explain why you picked this site. 20 Community Involvement MAKING PLANS Grades 5-8 Skills and Objectives: 0 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 integral part of the Virgin Islands' planning decisions. C Chalkboard 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 elected official. o 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: 0 Write these categories on the chalkboard: 1. Children ages 6-12 2. Adults ages 65+ 3. Households without cars 0 Ask students to name the category or categories that would most affect plans for 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- J meat 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: 0 Photocopy and distribute the Lesson 4 Activity Worksheets (pages 15 and :16) and introduce the lesson. Divide the class into small groups. O Invite students to come up with their own examples of how census information might be used. Wrapping Up: 0 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). O 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. 21 Lesson 4 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! ulations 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 Planning Chart School -Age Po 1 22 BEST COPY AVAILABLE -aP Lesson 4 , Activity Worksheet (continued).' Name: II liSchool Making Plans Planning Map Tract 314 Tract 315 Tract (continued) Census Table 316 D II II II II II II il I .p 12 314 315 1,173 1,670 il 316 317 463 897 318 669 O 10 - ----- -" --i 319 542 MAP KEY 04 0:#0 ,, 13 s' A Existing Middle 1---1 Schools 000 Possible School Sites II OrAi. industrial E: : :I Shopping Area : : I Residential .._ Tract 317 Tract 318 Tract 319 =Om Highway -ID Road ll Which site did you choose? Explain why you picked this site. II ll II 0 r COPY AVAILABLE Community Involvement FUTURE FOCUS Grades 9-12 Skills and Objectives: O Students will recognize the importance of the census and the need to encourage others to participate in the census. O Students will identify the potential concerns of different segments of the population. O Students will design an advertisement for Census 2000. Suggested Groupings: Sinai! groups Getting Started: 0 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 presentation 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. C Chalkboard Definitions decennial: occurring every 10 years. target audience: a specific group of people at which an advertisement or other o 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. o 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: o Photocopy and distribute the Activity Worksheets on pages 18 and 19. 0 Divide students into small groups. Have groups read the text and do the first activity on page 18. is aime/ 0 After groups complete the first activity, have volunteers explain how results of the census might affect the people represented by the various household categories. 0 Before 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 to register to vote, or to discourage people from drinking and driving. o 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. 0 Have students design their ads. Wrapping Up: 0 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): 1. B, D, G 2. B, G 3. C, E, F 4. A 5. F 6. B, C, G 2 4 BEST COPY AVAILABLE Lesson 5 Activity Worksheet Future Focus E,4 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 right) might most concern the household categories listed below. Then write those letters in the blanks. (Letters may be used more than once.) Household Categories 1. Households with children under age 5 2. Households with school-age children 3. Households with people age 65 and over 4. Households with cars 5. Households without cars 6. All households Design an Ad 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: 0 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. WAYS THE CENSUS CAN AFFECT THE FUTURE The 'Census, can help, determine... A. where new roads will be built. B. where new schools and libraries are needed. ,C. the location,of new hospitals. D. the location of new day care centers. E.'.wherenewr nursing homes,are; ;:.needed.. F.,changes in public transportation service. G. the location of new parksiand, recreation centers. 0 Use the space on the next page to sketch an outline of your ad. 25 BEST COPY AVAILABLE Activity Worksheet continiiCd 26 Managing Data GETTING THERE Grades K-5 Skills and Objectives: 0 Students will learn what a pictograph is and how it is used. 0 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: 0 Introduce the lesson by telling students that the Census Bureau counts the number of people in the U.S. Virgin Islands, then tallies the information and displays it in charts and graphs. Show them the questions on page 29 to demonstrate the kind of information that is gathered. 0 Explain that, in this lesson, students will practice reading a certain kind of graph, a pictograph. They will then gather information and create their own pictograph. 0 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 friends (you 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. C Chalkboard Definition pictograph: a graph that uses pictures to stand for a number of people or things. Using the Activity Worksheets: 0 Photocopy and distribute Activity Worksheet 6A (page 21) to your class. 0 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. o Photocopy and distribute Activity Worksheet 6B (page 22) to individual students or partners. 0 Direct students to draw their pictograph in a 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). 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.) 0 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: 0 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. o Grades 4-5: Invite students to gather other types of information through surveys of their friends or family and display them in pictographs. Suggestions include favorite animals, sports, or foods. Answers: 1. Two students in Ms. Wallace's class. 2. Most students visit friends by car. 3. 29. Graphs will vary. 27 BEST COPY AVAILABLE Activity Worksheet 6A 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 Use the pictograph to answer the following questions. 2. How do most of Ms. Wallace's students travel to visit their friends? 3. How many students are there in Ms. Wallace's class? 28 Activity Worksheet 6B 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 29 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. O Students will determine mean, median, and range for sets of data. 0 Students will create a bar graph based on the results of their own survey. Grades 10-12: 0 Students will understand how a population estimate differs from a population projection. Suggested Groupings: Individuals Materials Needed: Notebook paper Getting Started 1. Every 10 years the U.S. Census Bureau conducts a census (a complete count) of the popula- tion of the U.S. Virgin Islands. Explain to students that the cen- sus is an actual count as opposed to a survey, which is based on a sample of respondents. Along with the population count, other facts are collected, such as social, economic, and housing character- istics. Various statistical measures, including mean, median, and range, are used to communicate the information in a meaningful way to government agencies, businesses, universities, and the public. Information such as the age distribution of a population is crucial because it impacts programs and spending. For example, if the percentage of the Virgin Islands' residents ages 65 and over increases between 1.990 and 2000, this might affect the allocation of funds to programs for the elderly. For more information, refer to "Our. Changing Islands"(page 7). The next census will be conducted on April 1, 2000. Chalkboard Definitions addend: any number that is added to another to form a sum. population estimate: a conclu- sion about the past or present population based on existing data. mean: the average of a set of numbers. median: the middle number, or the average of the two middle numbers, in a set of numbers. 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. range: the difference between the largest number and the smallest number in a set of numbers. respondent a person included in a survey or a census. survey: a set of questions asked of a specific group of people to collect data. BEST COPY AVAILABLE / / 7 30 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. 0 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. 0 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? O 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 from "Think It Through Before You Start." 0 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. 0 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. 0 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 out 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? 0 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- 31 7 .. ... ll li II II II II ll II . Lesson 7 Think It Through ;Before You Start , II Think It Through Before You Start aTo 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. The information you collect for each household may vary depending on which person you interview. For ll 1. Who will you collect the information from? example, a young child may not know the exact ages of all the household members, whereas an adult in the household probably will. You May be more likely to reach a respondent during evening hours. During daytime hours, many respondents II 2. When will you collect the information? will be unavailable because they are at work or in school. Via telephone, face-to-face interview, or mail questionnaire? A phone survey is generally economical and II 3. How will you collect the information? 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. . II4. 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 confidentiality 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 In addition, all census data are aggregated no characteristics of individuals are ever revealed. ll government agencies, and its employees take a sworn oath to keep the information they collect confidential. II 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? il Possibilities include creating charts, tables, graphs, or preparing a written or oral report. . 32 Problem to Solve Find the Mean Number of Persons Per Household from Your Survey How to Solve the Problem 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 Census Results 1990 Mean Number of Persons Per Household in the U.S. Virgin Islands 3.14 .4; Solution to ..; the Problem t, r, 5n ,-p n t:1_ si no n-- r."0 r:'-, ci. o '<o= .-r o ''-t ro s< o `6) <- CD ,.r r; .-t-, 5 CM C:) o-i Cr ct-D l I er0 . u), 0- ..4 Write Your Answer Here 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 o Vi i d the Virgin Islands U.S. 28.2 9-..: --Ct ,t A.- rDo-,v Y Write Your Answer Hee Here w 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 e of Rang 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 Age 65+ 45-64 a 25-44 18-24 -1 -,A 0-17 0 5 10 15 20 25 30 35 Percent Age 65+ 45-64 25-44 18-24 0-17 0 5 10 15 20 25 30 35 Percent 33 BEST COPY AVAILABLE 34 II P Lesson 7 Actiiity Worksheet 7B Name: Population Estimates/Projections Grades 10-12 O 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. O 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: Pio§ =T4990413, D + NM O Population Projections The three components of population change between two dates are births, deaths, and net migration. To make population projections for 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 Population 1990 Population Numerical change Percent change 62,468 101,809 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? II II II II 35 ATLANTIC OCEAN Onto, Brim ;Aland Uderthsi (part) lions Lai* Leland West North South East East End Wart) CU) 1,. ...t:j..,_,------4, --w,..,,.. .--HozerrE\,,-. -i:,;;;,.. 1:,71, , , ,,,,i1 r 11 rls, ,- East End ti ; 8'otlitgiiiiP \'.. (Part) IIII,e1 ! li ,927 Nand ri ii !i : Island 172 ' Jersey i oxe Be, 6 Water PO Long 5, Mar St. Thomas 48,166 SUBDISTRICT POPULATION 0 Capital Over 10,000 Subdistrict Boundary 5,000 - 9,999 2,000 - 4,999 1990 Population of U.S. Virgin Islands: Less than 2,000 101,809 0 Nue 2 0 2 Kilometers 1990 Population of U.S. Virgin Islands Congo Coy Mingo Lovanga Cay Gray Cc Franck. HOY Core! BayCoral Day Little St. Jame. Island To SI. Croix I 40 miles Roof Bay St. John 3,504 CARIBBEAN SEA am Head EaU.Efid Cane Bay To St. John & St. Thomas 40 miles CARIBBEAN SEA Christiansted 3,199 Northeentrel 5,495 West Hock 'viand North East End (part) Tow.. South East o Farm 11 Northwest 4,828 FrederiksteCr 4,088 r. SOuthwett: 7,840. - , sand Patti k.T, Valente Bay St. Croix 50,139 Great Pond Bay Gwen.. Bar Palnr All information on this map is based on 1990 Census data ," IS" I 3u Selected Census 2000 Questions 1. What is this person's sex? O Male O Female 2. What is this person's age and date of birth? (Print numbers in boxes) I I Age on April 1, 2000 Month of Birth Day of Birth Year of Birth I I I Note: Please answer BOTH questions 3 and 4. 3. Is this person Spanish/Hispanic/Latino? No, not Spanish/Hispanic/Latino Yes, Mexican, Mexican American, Chicano LI Yes, Puerto Rican O Yes, Cuban Yes, other Spanish/Hispanic/Latino Print group below -+ 4. What is this person's race? Mark one or more races to indicate what this person considers himself/herself to be. White Black, African American, or Negro American Indian or Alaska Native Print name of enrolled or principal tribe below -+ Asian Indian Chinese Filipino Other Asian Japanese Korean Vietnamese Print race belowl Native Hawaiian Guamanian or Chamorro Samoan Other Pacific Islander Print race below Some other race Print race below Additional Resources 'Web sites U.S. Census Bureau (www.census.gov). The source for 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 of 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 information 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. 411111=1111 4111111MIP' MIr 411111=1111I IIMMENIIr 3i 41111I .111/ 1111111111111/ BEST COPY AVAILABLE D-3273V1TG °k k - 4'4 ,3 fA ts 4"4 Alkeitk , , . ;`i*, -,;116- 11/1_ saa g. 's is Your Future. -I Don't Leave It Blank. 38 o Izi U.S. Department of Education Office of Educational Research and Improvement (OERI) National Library of Education (NLE) Educational Resources Information Center (ERIC) NOTICE Reproduction Basis ® ERIC This document is covered by a signed "Reproduction Release (Blanket)" form (on file within the ERIC system), encompassing all or classes of documents from its source organization and, therefore, does not require a "Specific Document" Release form. This document is Federally-funded, or carries its own permission to reproduce, or is otherwise in the public domain and, therefore, may be reproduced by ERIC without a signed Reproduction Release form (either "Specific Document" or "Blanket"). EFF-089 (3/2000)