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Teaching guide Start teaching about the 2010 Census USVI in your class today!

This teaching guide will help you

fulfill curriculum requirements while

showing the importance and many

benefits of the census.

InsIde

National standards-based Scope and Sequence

Lesson plans and student worksheets in core thematic strands:

■ About the Census

■ Map Literacy

■ Community Participation

■ Managing Data

Preview of 2010 Census USVI questions

Find additional support materials at www.census.gov/schools

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Scope and Sequence gradeS 5–8 C I v I C s M a p

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Curriculum Lesson Objective Connections

StraNd 1: aboUt tHe CeNSUS

1 Understand the English,Interview link between Government the the census and

Community the availability of community services

StraNd 2: MaP LIteraCY

2 Learn that Geography, Where We a variety of Economics Live factors influence population growth and density

StraNd 3: CoMMUNItY PartICIPatIoN

3 Government, Learn how census Making information is Economics Plans used to tailor services to a community’s needs

StraNd 4: MaNagINg data

4 Math, Learn how to Comparing access statistical Geography Data information and draw conclusions from it

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Skills Standards*

Create an Conduct research on issues; adjust interview the use of language to communicate and brochure effectively; practice forms of civic to evaluate discussion and participation; and increase describe the purpose of government awareness of the 2010 Census USVI

Research Identify and describe patterns of and predict change; speculate about social and potential future economic effects of environmental population shifts changes; use economic reasoning to

compare different proposals

Use real-life Describe how people create places problem-solving that reflect wants and needs; skills to plan a propose, compare, and evaluate site for a new alternative uses of land; seek school reasonable and ethical solutions

to problems; practice forms of civic discussion and participation; examine strategies to strengthen the common good

Use the U.S. Select and use appropriate Census Bureau’s statistical methods to analyze data; online American develop and evaluate inferences FactFinder and predictions based on the data; to locate and communicate mathematical thinking compare statistics

*See National Standards and Benchmarks chart for a complete list of the benchmarks met by this program.

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Grades 5–6 Lesson Number Grades 7–8

Lesson Number

Standard/Benchmark 1 2 3 4 Standard/Benchmark 1 2 3 4

eNgLISH/LaNgUage artS eNgLISH/LaNgUage artS

Write for a variety of audiences and purposes x Write for a variety of audiences and purposes x x

Adjust use of language to communicate for different purposes x x x Adjust use of language to communicate for different purposes x x x

Conduct research on issues by generating ideas/posing problems x x x x Conduct research on issues by generating ideas/posing problems x x x x

Use a variety of technological and informational sources x x x x Use a variety of technological and informational sources x x x x

geograPHY geograPHY

Acquire Geographic Information Acquire Geographic Information

Use a variety of research skills to collect geographic data x x x Use a variety of research skills to collect geographic data x x x

Organize Geographic Information Organize Geographic Information

Prepare various maps to organize geographic information x x Prepare various maps to organize geographic information x x

Analyze Geographic Information Analyze Geographic Information

Use quantitative techniques to evaluate geographic information x x x x Use quantitative techniques to evaluate geographic information x x x x

Interpret and synthesize information from a variety of sources x x x x Interpret and synthesize information from a variety of sources x x x x

MatHeMatICS MatHeMatICS

Mathematical Connections Mathematical Connections

Use mathematical thinking to solve problems in other areas x x x Use mathematical thinking to solve problems in other areas x x x x

Statistics Statistics

Construct, read, and interpret tables, charts, and graphs x x Construct, read, and interpret tables, charts, and graphs x x

Make inferences and arguments based on data x x x x Make inferences and arguments based on data x x x x

SoCIaL StUdIeS SoCIaL StUdIeS

Time, Continuity, and Change Time, Continuity, and Change

Use historical facts to inform decisions on public issues x x x Use historical facts to inform decisions on public issues x x x

People, Places, and Environments People, Places, and Environments

Describe how people create places of cultural value as they build neighborhoods and services

x x Describe how people create places of cultural value as they build neighborhoods and services

x x

Propose, compare, and evaluate alternative uses of resources x x Propose, compare, and evaluate alternative uses of resources x x

Individuals, Groups, and Institutions Individuals, Groups, and Institutions

Describe the role of institutions in encouraging continuity and change

x x Describe the role of institutions in encouraging continuity and change

x x

Power, Authority, and Governance Power, Authority, and Governance

Analyze ways government meets needs of citizens x x x Analyze ways government meets needs of citizens x x x

Production, Distribution, and Consumption Production, Distribution, and Consumption

Use economic concepts to explain past and present development x x Use economic concepts to explain past and present development x x

Civic Ideals and Practices Civic Ideals and Practices

Locate, analyze, and apply information about public issues x x x x Locate, analyze, and apply information about public issues x x x x

Examine strategies used to strengthen the common good x x x Examine strategies used to strengthen the common good x x x

Sources: Standards for the English Language Arts, the International Reading Association and the National Council of Teachers of English; Curriculum Standards for Social Studies, National Council for the Social Studies; Principles and Standards for School Mathematics, National Council of Teachers of Mathematics; National Geography Standards, National Council for Geographic Education.

National Standards and Benchmarks ™

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how to Use This guide The lessons in this guide introduce students to the 2010 Census USVI 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 their community.

Lesson Planning at a glance The Scope and Sequence provides an at-a-glance summary of the lessons in this guide and identifies skills, objectives, standards, and curriculum areas for each lesson. These lessons are designed to support your classroom goals. They are divided into four learning strands: �� About the Census �� Map Literacy �� Community Participation �� Managing Data

Customized for Your Classroom Each lesson in this guide consists of a teacher lesson plan, a printable student worksheet, 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 created to enhance students’ experience and understanding of the census beyond the classroom.

The source for all data used in the It's About Us lessons is Census 2000, unless otherwise noted.

about this guide This teaching guide is based on a unifying concept: The census makes a difference to our community. Before you begin, write this concept on the board. Explain that information gathered by the census helps U.S. Virgin Islands residents learn what they need to know to plan for the future.

to Learn More

The U.S. Census Bureau Web site (www.census.gov) can provide students and teachers with a variety of information on the population of the U.S. Virgin Islands. For example:

Starting on the home page, click 1.  American FactFinder from the list on the left. Go to the “Decennial Census” section under the “Getting Detailed Data” heading and click the Get Data link.

2. Scroll down and select the U.S. Virgin Islands Summary File and then click Detailed Tables.

3. Click the Add button to add U.S. Virgin Islands and then click Next. Here you can choose from multiple tables of statistics about the U.S. Virgin Islands. Once you’ve added the ones you want, click Show Result and the data are listed by type.

4. Print out and share the data with students.

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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 the census is conducted, authorizes the inclusion of the U.S. Virgin Islands in the decennial census.

Census Day is April 1, 2010. All people living in the U.S. Virgin Islands on this day are included in the official count, regardless of citizenship status.

In addition to taking a complete count of the population, the 2010 Census USVI also collects other demographics, including information about age, marital status, education, housing, and economic indicators.

All individual information collected for the census is confidential. Census workers can be fined and/or jailed for releasing any information. The Census Bureau itself is forbidden by law from sharing such information with other government agencies, including the Internal Revenue Service and the Immigration and Customs Enforcement organization. Personal information is collected for statistical purposes only and is sealed for 72 years.

In March 2010, questionnaires called Advance Census Reports (ACRs) will be delivered to every household in the U.S. Virgin Islands. ACRs ask for information about every person living in a household. Each household will be asked to complete the questionnaire. A census worker will pick the ACR up on or soon after March 31, 2010. If the ACR is not complete, the census worker will conduct a personal interview and complete an enumerator questionnaire.

The information obtained from the form helps businesses and federal and local governments determine where new roads, parks, schools, hospitals, and other services are needed. A new school and library, for example, can be built in your neighborhood based on data that show a large increase in the number of school-age children living there.

The U.S. Census Bureau plans for every census long in advance. While conducting the 2010 Census USVI, the Census Bureau will already be planning for the next one—even though it is 10 years away.

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n Understand students’ roles in civic life n Write to inform others about the census

Materials: Inform the Community Student Worksheet 1, U.S. Virgin Islands wall map, pen, computer (optional), creative supplies for brochures

Time Required: 35 minutes, plus pre- and post-interviewing

getting Started Ask students to predict an answer to this question: 1. If you interviewed 10 people about their knowledge of the census, how many of them would clearly understand what the census is used for and why?

Explain that the information gathered during a census 2. helps officials to decide which communities should receive new services such as schools, playgrounds, roads, traffic lights, and police stations, and to evaluate the success or failure of existing programs. You can find a library of electronic presentations on census topics on the census Web site: www.census.gov/mso/www/ pres_lib/index2.html#Cen2T.

Using the Wall Map Have students look at the icons on the map to see 3. some of the U.S. Virgin Islands’ main economic activities. Explain that census information helps officials plan for resources that benefit both the economy and communities. Ask: How would demographic information derived from the census help officials make decisions about resources to benefit businesses and communities?

Using the Student Worksheets Distribute 4. Inform the Community Student Worksheet 1. Explain that students will use the questions on the worksheet to conduct pre- and post-interviews with 10 people in their school, family, or community. Advise students to either record the interviews so they can go back and listen to the details or have students take careful notes.

In the meantime, have students create informational 5. brochures to generate awareness of the 2010 Census USVI and the benefits of responding. Once students complete their pre-interviews, they should deliver the brochure along with a note of thanks to the participants.

Inform the Community Strand: About the Census Skills and Objectives n Understand the link between the census and the availability of community services

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Wrap-up

Words To KnoW

Community: A group of people with something in common

6. Help students analyze the information they receive from their initial interviews. Ask: What conclusions can you reach based on the answers you have received so far? Do you see the need to follow up with the informational brochure? How will the brochure affect the post-interview results?

7. As part of this awareness activity, students will follow up with a post-interview to gauge whether or not their informational brochure generated improved awareness among participants.

8. Once students receive answers to their pre- and post-interviews, have them create a summary of results and assess the accuracy of their original prediction.

teaching options Younger or less skilled students can focus on one question in the interview. Divide the class into groups and assign each group one of the questions. The group should design a simple informational flyer that focuses on their question. Each student in the group can interview five people in person, record the answers, then share the flyer and ask the question again. Students can report back on the effectiveness of their flyers.

Older or more skilled students can focus on evaluating the effectiveness of their campaign. Divide the class into groups and have each group design a brochure. Challenge each group to develop a system for measuring the effectiveness of their campaign, perhaps by assigning points to correct answers to the pre- and post-interview questions. The groups will tabulate their scores and present results to the class. Which group’s campaign was most effective?

If students have computer access, consider having them conduct their interviews via e-mail.

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STUDENT Worksheet

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Inform the Community You have learned that the census is a tool that the U.S. government uses to collect data from residents of the U.S. Virgin Islands to get a complete count and learn about their needs. It is vital that all residents understand the importance of the census.

Create an informational brochure that helps answer the four interview questions below. Then contact 10 people from your school, home, and/or village to interview.

Before you begin, predict how many of the 10 participants you interview will have a clear understanding of what the census is used for and why. Deliver the brochure to participants AFTER the pre-interview. Give them time to read it and then ask the questions again.

Pre-Interview Questions Are you aware of the census that is 1. happening in April 2010?

What types of questions does the 2. census ask?

What does the government do with 3. the information the Census Bureau collects?

How can you benefit from the census? 4.

Post-Interview Questions Are you aware of the census that is 1. happening in April 2010?

What types of questions does the 2. census ask?

What does the government do with 3. the information the Census Bureau collects?

How do you benefit from the census? 4.

talk about It Was your prediction correct or incorrect? What changes did you observe between the pre- and post-interviews?

Where We Live Strand: Map Literacy Skills and Objectives n Explain the factors that influence population density on the U.S. Virgin Islands,

including geography and economic activity n Research factors that could influence future population growth and density on the U.S. Virgin Islands n Forecast future population growth and distribution on the islands

Materials: Where We Live Student Worksheet 2, U.S. Virgin Islands wall map, pen, computer (optional)

Time Required: 45 minutes

getting Started 1. Using the information included on the U.S. Virgin

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Data: Factual information

Decennial: Every 10 years

M a p s k I l l s

Islands wall map, lead a student discussion on the factors that drive the economic growth of the U.S. Virgin Islands. What are the goods and services that drive the economy of the U.S. Virgin Islands? How are they related to the geographic location of the islands? Why are they important to the future of the three districts?

2. Explain that several issues may have a future impact on the population and economic activity of the U.S. Virgin Islands. Discuss two of these issues:

� The U.S. Virgin Islands government has announced

plans to further develop Water Island. Development would increase the amount of residential housing to deal with chronic housing shortages on St. Thomas.

� Development of resorts and tourist facilities in other

parts of the world have increased competition in the tourism industry, on which the U.S. Virgin Islands depends. The new destinations could affect the number of guests on cruise ships and in hotels, as well as the amount of money spent in the U.S. Virgin Islands.

3. Individually or in pairs, have students use the Internet and other resources to research the facts or data of these issues. They may want to start with the following Web sites: the CIA World Factbook for the U.S. Virgin Islands at https://www.cia.gov/ library/publications/the-world-factbook/geos/vq.html and VINow.com (Virgin Islands Geography) at www.vinow.com/general_usvi/geography. Using these and other sites students may find, ask them to focus their research on the terrain of the islands, the land-to-water ratio of the area, the region’s natural disasters, and current economic and environmental issues. Using the information students find, have them forecast how and where the population of the islands might shift based on potential changes in economic activity.

Using the Student Worksheets 4. Based on their research, have students use the map

on Where We Live Student Worksheet 2 to mark up their forecasts of how the population might change in the future. Have them include the maps in an oral presentation of their forecasts.

Wrap-up 5. Following the presentations, lead a student discussion on

the forecasts they’ve heard about the future growth and distribution of the population of the U.S. Virgin Islands. Which are most credible? If the forecasts come about, how might they be reflected in the 2010 or 2020 U.S. Virgin Islands maps?

teaching options Younger or less skilled students can focus on the facts outlined on the Census at a Glance reference page (available online). Pair students and challenge them to ask and answer questions about the 2010 Census USVI based on the printed information and what they’ve learned in class. Have them share their questions and answers. Ask them to share Census at a Glance at home.

Older or more skilled students can build upon the following historical details to write a factual essay about why there was a rise in population in the U.S. Virgin Islands. The first census in the U.S. Virgin Islands was taken in 1835 when the islands were territories of Denmark and called the Danish West Indies. Approximately 43,200 people were counted. Denmark continued to conduct the census until 1911. The United States purchased the U.S. Virgin Islands for $25 million in 1917. The U.S. Census Bureau conducted a special census that year and the U.S. Virgin Islands has been included in the U.S. decennial census since 1930.

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STUDENT WorksheetWhere We Live 2

The map below shows population data from Census 2000. Mark up the map to forecast how the population might change in the future.

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Materials: Making Plans Student Worksheets 3a and 3b, pen

Time Required: 40 minutes

getting Started Ask: 1. How do you think census information is used? Explain that the federal government, the government of the U.S. Virgin Islands, and businesses use census information to ensure services meet a subdistrict’s needs. Information about age, gender, language preferences, and housing plays a big part in the U.S. Virgin Islands’ planning decisions.

Tell students that they will use census-style data and other factors to pick a hypothetical new school site. Before beginning the exercise, challenge them to consider the factors that would go into such a decision.

Start this exercise with a warm-up activity: 2.

Write down the following categories on the board: �

1. Children ages 6–12 2. Adults ages 65 and over 3. Households without cars

In a large-group discussion, ask students to choose �

which category or categories would most affect plans for the following: A. A new bus route (1, 2, 3) B. A new middle school (1) C. A new community center (1, 2, 3)

Now have them consider the categories that are �

not obviously tied to each plan. For instance, how might adults 65 and over feel about a new middle school in their neighborhood?

Discuss how information about characteristics other 3. than age—such as employment status—can help local governments serve citizens. For instance, a subdistrict’s leaders might use census information on employment to design a job training program. Have students develop their own examples.

school

Making Plans Strand: Community Participation Skills and Objectives � Use real-life problem-solving skills and census data to choose a site for a new

C I v I C s

Words To KnoW Census tracts: Small, relatively permanent areas within districts that average 2,500 residents each

Statistics: A collection of numerical data

Using the Student Worksheets 4. Distribute the Making Plans Student Worksheets 3a

and 3b, and introduce the lesson. Divide the class into small groups.

Wrap-up 5. Have each group present the site they chose for a new

school, and then lead a discussion that compares the sites. Most groups probably chose Site B based on what is nearby (convenient transportation, residential housing, a large school-age population) and what is not nearby (industrial areas, a major road, other schools).

6. Plan a mock town meeting at which the sites will be discussed and compared. At this meeting, add a cost consideration to the selection process. For instance, propose to students that it might 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 reconsider their site selections with this cost consideration in mind. Ask: Would your decisions remain the same? Why or why not?

extension activity Have groups brainstorm other planning decisions that could come from the data in this lesson. For example, they might consider adding a new playground, hospital, or library.

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STUDENT Worksheet

3a Making Plans Census information can be organized by census tracts—small areas within subdistricts that are usually between 1,500 and 8,000 people. Local governments use statistics from these tracts to decide which areas need new bus routes or which neighborhoods need more playgrounds.

Imagine that you are a school official who is trying to determine the best location to build a new middle school. Use the chart below to analyze three possible school sites. Use the School Planning Map and the Census table to help you complete the chart. For each factor you consider, rank the sites from 1 (best) to 3 (worst). Finally, add up the rankings for each site. The one with the lowest total is your best choice!

School Planning Map

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STUDENT Worksheet

3bMaking Plans (continued)

Factors to Consider SITE A Rank 1–3

SITE B Rank 1–3

SITE C Rank 1–3

Reasoning

School-Age Populations What are the pros and cons of locating schools near census tracts with large school-age populations?

Existing Schools How close together or far apart should schools be?

Industrial Areas Factories use heavy machinery and cause noise and air pollution. How might this affect a school?

Transportation and Roads How will children get to school? Do new roads have to be built? Should a school be near a highway?

Totals

Which site did you choose for the new middle school? Explain what factors went into your decision.

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. Comparing Data Strand: Managing Data Skills and Objectives: n Learn to use the U.S. Census Bureau’s online American FactFinder tool to

locate census statistics n Compare census statistics among districts in the U.S. Virgin Islands and draw conclusions

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Materials: Count and Compare Student Worksheet 4, computer with online access, pen

Time Required: 45 minutes

getting Started 1. The U.S. Census Bureau’s American FactFinder is

an online tool that allows anyone to access data from the most recent census. You can find the site at http://factfinder.census.gov. Before guiding students as they use this online database, you will want to spend some time acquainting yourself with the site.

2. To access information about the U.S. Virgin Islands, go to http://factfinder.census.gov and follow these steps: a. Under the heading “Getting Detailed Data,” click the

option Get Data under “Decennial Census.” b. Scroll down to the option U.S. Virgin Islands

Summary File. Click that option and select Custom Table. Your students will use this tool to create a custom table that includes specific statistics from different subdistricts in the USVI.

3. Introduce students to American FactFinder. Explain that its purpose is to provide census statistics to the public, and tell students they will use it to draw some conclusions from those statistics. In a computer lab or on a common computer linked to an overhead screen, allow time for the class to explore the site along with you, particularly the U.S. Virgin Islands Summary File where they will access information.

4. Guide students in the process of creating a Custom Table. Once students select that option, have them select a “geographic type” from the pull-down menu. For the classroom activity, students will choose “County Subdivision.” Choose one of the islands from the “Select a County” pull-down menu. Then select a subdistrict from the geographic areas list. Click Add. They will see the subdistrict reflected in the box below the list. Click Next.

5. Now the tool will allow the user to choose an element of data from the U.S. Virgin Islands’ last census. Among the choices are statistics about the population by age, sex,

Words To KnoW

Statistics: a collection of numerical data

and ethnic origin; statistics about living arrangements, income, and transportation options; and even statistics about school enrollment and employment status. Select one of the tables and click Go. You may add more than one for a custom table. In the field below, click the check boxes to select one or more data elements. Click Add, then click Next and Show Result. Now students can see the information they’ve requested for one subdistrict.

Using the Student Worksheets 6. Distribute Count and Compare Student Worksheet 4.

Explain to students that they will use the online American FactFinder tool to compare the number of children under 18 for more than one subdistrict on your island.

7. Have students create a custom table that compares more than one subdistrict using the data element of Own Children Under 18 Years by Family Type by Age. Once students have entered the statistics onto the chart on Student Worksheet 4, they will draw two conclusions that they might reach as a result of the data.

Wrap-up 8. Ask: Did everybody reach the same conclusions?

Why or why not?

teaching options Younger or less skilled students, or those without classroom computer access, can use information that the teacher has chosen to make simple bar or pie graphs.

Older or more skilled students may conduct further research on their own using American FactFinder and display their findings on a thematic map.

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STUDENT Worksheet

4Count and Compare The U.S. Census Bureau collects information about the population of the U.S. Virgin Islands from all areas. The statistics vary by island and subdistrict and are used to provide services to residents.

Now you can compare information among the subdistricts yourself. Use the U.S. Census Bureau’s American FactFinder tool (at http://factfinder .census.gov) to create a custom table. Your table will show the number of children under age 18 in each subdistrict.

Fill in the following chart with the data for up to six of the subdistricts that make up your island.

Now that you’ve completed your chart, what conclusions can you draw from the results?

List your conclusions on a separate sheet of paper, and then explain how businesses and government leaders might use the information to provide services.

Subdistrict Number of children under 18

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Preview the 2010 census UsVi Questions As you have learned, the 2010 Census USVI will gather data from U.S. Virgin Islands residents by asking questions that focus on different characteristics including:

� Age � � Gender� � Race � � Size of household �

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.

office of Insular affairs (www.doi.gov/oia/) This site 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.

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More questions? Go to www.census.gov/ schools

Here are selected questions from the 2010 Census USVI:

Is this person of Hispanic, Latino, or Spanish origin? Mark all that apply.

 No, not of Hispanic, Latino, or Spanish origin

 Yes, Puerto Rican

 Yes, Dominican

 Yes, Mexican, Mexican American, Chicano

 Yes, another Hispanic, Latino, or Spanish origin Print origin, for example: Argentinian, Colombian, Cuban, Nicaraguan, Salvadoran, Spaniard, and so on.

What is this person’s age and what is this person’s date of birth?

Please report babies as age 0 when the child is less than 1 year old. Print numbers in boxes.

Age on April 1, 2010 Month Day Year of birth

What is this person’s race? Mark one or more boxes.

 White

 Black, African-American, or Negro

 American Indian or Alaska Native Please print name of enrolled or principal tribe:

 Asian Indian  Chinese

 Filipino  Japanese

 Korean  Vietnamese

 Other Asian: Please print race, for example, Hmong, Laotian, Thai, Pakistani, Cambodian, and so on:

 Native Hawaiian  Guamanian or Chamorro

 Samoan

 Other Pacific Islander: Print race, for example, Fijian, Tongan, and so on.

Some other race. Please print race: