ERIC ED444913: Making Sense of Census 2000--American Samoa. [Teaching Guide]. Grades K-12.

34 Pages·1999·1.1 MB·English

by  ERIC

DOCUMENT RESUME
SO 031 865
ED 444 913
Making Sense of Census 2000--American Samoa. [Teaching
TITLE
Guide]. Grades K-12.
Bureau of the Census (DOC), Suitland, MD.
INSTITUTION
PUB DATE 1999-00-00
35p.; For teaching guides for grades K-12 in the U.S. and
NOTE
its territories, see SO 031 044-046 and SO 031 863-867.
U.S. Census Bureau, 4700 Silver Hill Road, Suitland, MD
AVAILABLE FROM
20746. Tel: [phone]; E-mail: [email protected]; Web
site: http://www.census.gov.
Guides - Classroom - Teacher (052)
PUB TYPE
MF01/PCO2 Plus Postage.
EDRS PRICE
*Census Figures; Curriculum Enrichment; *Demography;
DESCRIPTORS
Elementary Secondary Education; *Government Role; Maps;
Social Studies; Teaching Guides; *Thinking Skills
Bureau of the Census; *Census 2000
IDENTIFIERS
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 Counties (Reading Map
Keys/Comparing Mathematical Values); Lesson 2 (5-12): Our Changing Islands
(Analyzing Historical Maps); Community Involvement (Civics and
(K-4): Where You
Government/Math/Geography/Art/Language Arts); Lesson 3
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);
(K-5): Getting There (Using Charts and Graphs/Computing Whole
Lesson 6
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.
-ardh01..-
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Making Sense of
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sus
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
ED CATIONAL RESOURCES INFORMATION
will help you to:
CENTER (ERIC)
00
This document has been reproduced as
received from the person or organization
originating it.
bring the census to life for your students
Minor changes have been made to
improve reproduction quality
teach skills that correlate with
cr)
Points of view or opinions stated in this
local standards
document do not necessarily represent
official OERI position or policy
fulfill curriculum requirements
demonstrate the importance and many
benefits of the census
2.
COPY AVAILABLE
EciEST
This is Your Future. Don't Leave It Blank.
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A.
IIIISCHOLASTIC
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Scope and Sequence
CURRICULUM
SKILLS
STANDARDS
OBJECTIVE
LLEESSSSOONN
CONNECTIONS
"ha.
1: MAP LITERACY
STRAND
1. These Are
0 Show an
Reading Map Keys
Geography
Students will learn how
Understanding of
to use a map key and
Our Islands/
Comparing
Math
Place Value Concepts
will practice comparing
Mathematical
Mapping
mathematical values.
Use Maps, Map
Values
Counties
Keys, and Symbols
Grades K-4
2. Our
Analyzing Historical
Students will learn about the
Analyze Historical
History
Maps
Continuity and Change
census, why it is important,
Geography
Changing
and how it is beneficial to
Use Maps to
Islands
the residents of American
Acquire and Analyze
Samoa.
Geographic Information
Grades 5-12
2: COMMUNITY INVOLVEMENT
STRAND
Recognizing
Use Real-life
Where You
Civics and
Students will identify the
3.
Relationships
Experiences to
Government
different groups to which
Belong/
Understand Counting
they belong and explore
Math
Group Needs
group needs.
Understand How Coop-
eration and Self-Interest
Grades K-4
Impact Communities
4. Making
Use Geographic
Real-Life Problem
Civics and
Students will use real-life
Knowledge to
problem-solving skills to Government
Solving
Plans
Analyze Problems
choose a site for a new school.
Analyzing Data
Geography
Grades 5-8
5. Future
Thinking Creatively
Communicate Ideas in
Students will encourage others
Art
to participate in the census and
a Visual Arts Medium
Civics and
Focus
design an advertisement for
Government
Write a Persuasive
Grades 9-12
Census 2000.
Composition
Language Arts
6.
14.
3: MANAGING DATA
STRAND
"'
6. Getting
Math
Using Charts
Students will interpret Interpret Displays of
a pictograph and then and Graphs
Data and Describe
There
Civics and
Data Using Pictures
create their own.
Government
Computing Whole
Grades K-5
Numbers
7. 'What's
Math
Students will create and
Apply Statistical
Collecting,
Organizing, and
analyze their own surveys. Techniques to
Behind the
Civics and
Analyzing Data Represent and
Government
Form?
Analyze Real-life
Geography
Data
Grades 6-12
Contents
Table of
Map Literacy
GeographylMath/History
3
These Are Our Islands/Mapping Counties
Lesson I
Reading Map Keys/Comparing Mathematical Values
Grades K-4
Our Changing Islands
Lesson 2
Analyzing Historical Maps
Grades 5-12
Community Involvement
Civics & Government /Math /Geography /Art /Language. Arts
Where You Belong/Group Needs
Lesson 3
Recognizing Relationships
Grades K-4
Lesson 4 Making Plans
14
Real-Life Problem Solving/Analyzing Data
Grades 5-8
Future Focus
Lesson 5
17
Thinking Creatively
Grades 9-12
Managing Data
Government/Geography
Math/Civics
20
Getting There
Lesson 6
Using Charts and Graphs/Computing Whole Numbers
Grades K-5
23
What's Behind the Form?
Lesson 7
Collecting, Organizing, and Analyzing Data
Grades 6-12
Inside Back Cover
Additional Resources
4
This Guide
How to Use
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.
Lessomplanning at a glance
Your "Scope and Sequence" (on the inside front cover) provides an at-a-glance summary
of the lessons in this book. The "Scope and Sequence" identifies skills, objectives, local stan-
dards, 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 board. Explain
that information gathered by the census helps American Samoa learn what American
Samoa needs.
Using the Web site
The U.S. Census Bureau Web site (wwvv.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.
41
Map Literacy
ISLANDS
THESE ARE OUR
Grades K-2
Skills and Objectives:
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.
cChalkboard
Draw attention to the map key.
Getting Started:
3.
Definitions
Have students color the map key and
Discuss with students the fact that they
discuss each symbol.
live on a group of islands called
map: a drawing of an area
American Samoa. Explain that there are
4.
Ask students to create a symbol for
that shows its features.
different places on the islands
some
their homes in the map key, and help
map key: a place that tells
where few people, some where more
them choose a color for that symbol.
what the symbols or
people, and some where many people
Then help them place and color the
colors on a map mean.
live. Ask students if they live in a small
symbol for their homes on their maps.
or large village, or in a city. Do they live close to many
Direct students to color in the rest of the map and
5.
other people, or only a few people?
key, making sure the symbols on both map and key are
Using the Activity Worksheet:
colored in the same way.
I.
Photocopy and distribute Activity Worksheet 1A
Wrapping Up:
on page 4.
Explain to students that a census is a way to count
2. Explain that this is a map that shows students the
how many people live in a place, and that Census 2000
islands on which they live. Point out the approximate
will be counting all the people who live on our islands.
location of the school.
COUNTIES
MAPPING
Grades 3-4
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.
1'
ChalkboardN
Suggested Groupings:
3. Help students match the shapes, col-
Definitions
ors, and population figures from page 5
Individuals, partners, small groups
with the correct county on the map,
Getting Started:
population: the total
writing its name in the space provided.
0 Draw students' attention to the We
number of people who
4.
Count! map. Demonstrate that the
Discuss place value as you guide
live in a place.
students through the questions on page 6.
map gives the boundaries and names
place value: the value
of each county and the population of
Wrapping Up:
given to a digit based on
each based on the 1990 census.
O Explain that a census is a way of
its place within a number.
finding out how many people live in a
0 Use the map key to explain how the
county: a geographic
unit.
certain place. Discuss how the 1990 cen-
colors make it easy to see how counties
sus gave mapmakers information needed for
differ by population.
map, and that Census 2000 will help
the We
Count!
Using the Activity Worksheets:
in making a new map.
I.
Photocopy and distribute Activity Worksheet 1B
Answers:
on pages 5 and 6.
Page 5: 1. Tualatai (gold). 2. Lealataua (orange).
2.
Help students color in the map key on the
3. Ma'oputasi (red).
Olosega (yellow).
4.
Activity Worksheet on page 5, using the colors
Page 6: 1. Vaifanua; 2,121. 2. Ofu; 353. 3. Tualauta;
shown on the We Count! map. Then, using the map
14,724.
Sa'ole; 1,643. 5. Answers will vary.
4.
key, guide them in coloring each county.
47
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7
Actiiity Worksheet 1B
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.
a Color each of the counties below
to match the map key. Then you can
look at the We Count! map to find the name of each county and write it on
the line next to it.
9
Lesson 1
(continiied)
Activity Worksheet 1B
Name:
P
Counties
Mapping
People, Places, and Numbers
Below are some populations from different counties. Write each
number in standard form. (Hint: use what you know about place value.)
Then use the We Count! map to find out which county has that same
population. Circle the right one. We've done the first one for you!
2,121
I. Two thousand, one hundred twenty-one
Tualatai
Faleasao
Vaifanua
2. Three hundred fifty-three
II
Ituau
Ofu
Sua
3. Fourteen thousand, seven hundred twenty-four
II
Tualauta
Ma'oputasi
Leasina
4. One thousand, six hundred forty-three
Leasina
Fitiuta
Sa'ole
II
5. In which county do you live?
How many people live in your county?
II
How many thousand people?
How many hundred people?
II
0
Map Literacy
ISLANDS
OUR CHANGING
A History of the Census in American Samoa
Grades 5-12
Skills and Objectives:
Students will learn about the census, why it is important, and how it is beneficial to
the residents of. American Samoa.
"Census at a Glance" (page 8).
Suggested Groupings:
Chalkboard
Small groups, individuals
Definitions
0 Review "Census at a Glance" (page
8) and discuss with students why the
Getting Started:
census: a count of a
census is so important.
population in a given area.
Ask students to guess the answers to
o Explain that they will be working
confidential: private
the following questions about American
in groups of four or fewer to solve
Samoa. 1. What is the population of
or secret.
the word puzzle on page 10.
American Samoa? (46,773, based on
decennial: occurring
1990 census) 2. Are there more males
every 10 years.
Wrapping Up:
or females in American Samoa?
data: factual information.
0 Review the students' answers to
24,023; females
22,750,
(males
county: a legal subdivi-
the questions on page 10 and discuss
based on 1990 census) 3. What is the
sion of American Samoa
them in class. Use these answers to
median age of the population in
established by the
initiate a discussion about population
American Samoa? (20.9, based on
government of American
trends in American Samoa and how
1990 census) 4. What was the popula-
they influence the islands' future.
tion of American Samoa when it became
part of the U.S. in 1900? (5,679) Have
Extension Activity:
students give their answers, writing some on the
Ask students to write their own questions based on
board, then give them the correct answers. Tell stu-
the maps (pages 9 and 28) and/or the population
dents that we can know these answers through
table (page 10). Then have them exchange questions
data collected by the census. The U.S. Census
with their classmates and research the answers.
Bureau conducts a complete count of all the people
Grades 9-12: Have students review the history of
living in American Samoa every 10 years. The
their county. Ask: When was the county established?
information collected by the census includes the
Have its boundaries changed over time? What fac-
population of our islands, as well as people's ages,
tors have affected the population growth of the
education, and occupations, etc.
county? To answer these questions, students will
0 Explain to students that the first population esti-
need census information for American Samoa and
mate in what is now American Samoa was taken in
their county. Have them start with a visit to their
1831 with the arrival of European missionaries,
local or school library.
who recorded a population of 37,000. There are
records of nine additional censuses and estimates
Answers:
taken between then and 1900, when naval gover-
Page 10:'
nors, under the direction of the United States
1. Cape Taputapu
Naval administration, collected population infor-
2. Western
mation until 1912. In 1920, American Samoa was
3. Manu'a
included in the U.S. decennial census for the first
4. Swains Island
time. Census 2000 marks the ninth U.S. decennial
5. Ma'oputasi
census in which American Samoa has participated.
6. Rose Island
7. Census
Using the Activity Worksheets:
8. Significant immigration from Western Samoa cou-
0 Photocopy and distribute the Activity Worksheet
pled with a relatively high fertility rate were mainly
(page 10) and maps (pages 9 and 28), along with
responsible for this unprecedented population growth.
tz-