Census Activities

One of the goals of the U.S. Census Bureau is to help students learn what the census is and why it is important to them, their family and community. Here are some Social Studies, Math and Problem Solving activities that support this goal.

K - 2 Activities

Map Skills
This activity will help students use a map key and make comparisons.
1. Print theUnited States Population Map.
  Note: This is a PDF document. If you need the Acrobat Reader plug-in go to http://www.adobe.com/products/acrobat/readstep.html.
2. Ask your students what the word "population" means. (The total number of people who live in a place.)
3. Show your students the map key and explain what the colors in the key represent. Generate a list of 5 or 6 states that have the most people.
4. Have students find your state on the map. Find a state that has more people or one that has fewer people.
5. Have students locate Montana and Ohio. Which state is bigger in size? Which state has more people? (Students should be able to see that big states don't necessarily have more people.)
Return to the Top Email your comments about this Activity
My Community
Students will identify some of the groups or communities to which they belong and their specific needs.
1. Explain to your students that U.S. Census Bureau gathers information about families and households so that community needs can be met. Be sure to mention that households can also include people who are not family members.
2. Have your students draw a picture of their household (the people they live with.) In addition, they should count and record the number of people in their household.
3. Ask your students what other groups they belong to. ( class, school, sports team, etc.)
4. Explain that people need certain things. Have students generate a list of needs. (food, water, shelter, etc.)
5. Groups have different needs. Generate a list of things your class needs, family needs and community needs.
6. Students can explore Your Neighborhood to learn about the people and places that help to meet their community needs.
Return to the Top Email your comments about this Activity
Data Collection
Students will learn to collect, organize and display data.
1. Explain to your students that by taking a census the government collects information or data. The information that is gathered will help plan for the future. Tell your class that they are going to collect some information that will help to plan for class birthday celebrations.
2. List the twelve months of the year on the board and ask each student which month they were born. Tally their responses.
3. Use the birthday information to create a simple chart to display the data.
4. Have students analyze the data (ex: Which month has the most birthdays? Which month has the fewest?)
5. Ask the class how this information could help them plan and be ready for the monthly birthday celebrations.
6. As an extension of this activity have students discover What Day of the Week they were born by entering their birthday into this online calculator. This data can also be organized and graphed.
Return to the Top Email your comments about this Activity

3 - 4 Activities

Map Reading & Place Value
Students will read a map and use and write place value to hundred thousands.
1. Ask your students why it is important that the government counts kids in the census. ( Ideas )
2. Print the Kids Count Map.
  Note: This is a PDF document. If you need the Acrobat Reader plug-in go to http://www.adobe.com/products/acrobat/readstep.html.
3. Distribute the map to your student and explain that it shows the 1990 population of children ages 5-9 for each state.
4. You may want to review place value and the proper placement of commas. If necessary, have your students create a place value chart that has six columns.
5. Below are questions your students can answer by examining the kid populations on the Kids Count Map.
  1. Which state has a kid population of forty-one thousand, five hundred sixty-five? Click on a state name to check your answer.
    a. Delaware (DE)
    b. Vermont (VT)
    c. West Virginia (WV)
  2. Which state has a kid population of eighty-nine thousand, eight hundred twenty- seven? Click on a state name to check your answer.
    a. Idaho (ID)
    b. Wyoming (WY)
    c. Rhode Island (RI)
  3. Which state has a kid population of two hundred fifty-two thousand, three hundred seventy-five? Click on a state name to check your answer.
    a. Oregon (OR)
    b. Nebraska (NE)
    c. Colorado (CO)
  4. Locate the state of Utah and discover how many kids were living there in 1990. What digit is in the hundreds place? Click on the choices below to check your answer.
    a. four
    b. three
    c. zero
  5. Complete the map key for the Kids Count map using the following categories - most, fewer and fewest - as a guide for coloring in the map. Choose three colors and fill in the box next to each category with a single color. Then color each state with the color that corresponds to the appropriate map key category.
    Return to the Top Email your comments about this Activity
State and County Census Information
Students will compare and contrast the population growths of various counties in their state.
1. Go to the U.S. Census Bureau Map (http://quickfacts.census.gov/qfd/index.html) and click on your state.
2. Click on the county that you live in.
3. The Census has provided a variety of information about your county. Use the 1998 link by USA Counties General Profile.
4. Record the Population - percent change, 1990 to 1997.
5. Return to the county map and choose another county in your state that you think has had a greater population growth. Check to see if your guess was correct. ( Use the 1998 link by USA Counties General Profile and record the Population - percent change, 1990 to 1997. )
6. Return to the county map and record the population percent change from 1990 to 1997 for two more counties in your state.
7. Create a bar graph do display this data. (Example Bar Graph)
Return to the Top Email your comments about this Activity

5 - 6 Activities

The United States Census
Students will understand the historical context and democratic purpose of the census.
Read this introduction to The U.S. Census and answer the following questions:
1. What mandates that the U.S. government takes a census?
2. How often is the U.S. census taken?
Read about The Evolution of the U.S. Census and answer these questions:
1. When was the first U.S. census taken?
2. What information was gathered in the 1790 census?
3. Who carried out the first census?
4. How did the census change in later years?
Return to the Top Email your comments about this Activity
A History of the Census
Students will compare and draw conclusions from historical maps.
1. Print the A History of the Census worksheet.
  Note: This is a PDF document. If you need the Acrobat Reader plug-in go to http://www.adobe.com/products/acrobat/readstep.html.
2. What was the population count for the 1790 census? (Hint: Look at the Map Key.)
3. What was the population count for the 1890 census?
4. List the states that appear on both the 1790 and 1890 maps.
5. What might be some causes of the growth in U.S. population between 1790 and 1890? ( Ideas)
6. Why might the government need to know about population changes. (Ideas)
7. While the overall population increased between 1790 and 1890, the American Indian population declined. Why do you think this occurred? Read one person's explanation (Craig Smith from California State University).
Return to the Top Email your comments about this Activity
Creative Thinking
Students will explore the theme of Census 2000 and elaborate on the Census 2000 slogan.
The U.S. government must do a census every ten years. Filling in the census form is important because it is like filling in the future. Consider these census facts:
- The census count determines how many Congressional representatives your state gets.
- Information from the census helps state and local governments decide where new roads, parks, schools, and other services are needed.
- Businesses use census data to help locate their factories and stores.
To help people understand the importance of completing and returning their census forms, the U.S. Census Bureau has created a slogan for Census 2000: "This is Your Future. Don't Leave It Blank." Imagine you have been asked to advertise this slogan.
1. Explain what you think the slogan means. How could you persuade people to fill out their census forms? What could you say?
2. Design a billboard featuring the Census 2000 slogan. What illustrations or symbols would help get the message across?
3. You may want to read the Census Fact Sheet to help you with this activity.
Return to the Top Email your comments about this Activity

7 - 8 Activities

Map Literacy
Students will practice reading special purpose maps and analyze population density and population shifts.
1. The mean center of population is the point at which a country would balance perfectly if it were a flat surface and every person on it was of equal weight.
2. As the U.S. grew from 13 to 50 states, the number of people living in different parts of the country also changed. The Mean Center of Population map shows the point in which the country would balance perfectly if it were a flat surface and every person on it were of equal weight. Look at the map and answer the following questions:
  (Note: if this map is difficult to read you may want to print this PDF document).
  1. a. In what state was the center of population located in 1790?
    b. in 1890?
    c. in 1990?
  2. Which decade had a larger population shift: 1830 to 1840 or 1960 to 1970?
  3. In which two directions has the center of population shifted since 1790?
  4. What do you think this shift means?
3. Check your answers.
Return to the Top Email your comments about this Activity
Problem Solving Skills
Students will use real-life problem solving skills to choose a site for a new school.
1. How do you think census information is used? ( Ideas )
2. Census data are often organized by census tracts: small, relatively permanent subdivisions of counties that generally have 2,500 to 8,000 residents. 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.
3. Imagine that you have been asked to decide where to build a new middle school / junior high school. Three locations (Site A, Site B, and Site C) have been proposed and labeled on this School Planning Map.
4. Use the School Planning Map and the Census Table to choose the best site for the new school.
5. You may want to give a ranking for each site (ex: 3 points for the best and 1 for the worst) when considering these factors:
  - School-Age Populations: Schools should be located near areas where lots of kids live.
  - Existing Schools: Should schools be close together or spread out among areas with lots of students?
  - Industrial Areas: Factories can cause noise and air pollution. How might this affect a school?
  - Transportation: How will kids get to school? Are there roads leading to the site? Is it dangerous to put a school near a large highway?
6. Which site did you choose? Explain why you picked this site.

Return to the Top

Email your comments about this Activity

9 - 12 Activities

Managing Data
Students will design and conduct surveys using different sampling methods.
1. Sampling is a scientific technique used to obtain as accurate a figure or measurement as possible, when an exact count cannot be taken. By measuring a scientifically selected portion of a population, it is possible to describe the characteristics of the entire population.
2. Here are three different sampling methods:
  - Random Sampling: Each individual in the population has an equal chance of being selected.
  - Cluster Sampling: Groups, rather than individuals are randomly selected.
  - Systematic Sampling: A rule, or pattern, that applies to a population is used to make selections.
3. Test your understanding of different sampling techniques.
  1. Choose 100 telephone numbers at random from the entire book.
    a. Random Sampling
    b. Cluster Sampling
    c. Systematic Sampling
  2. Choose every 100th listing in the telephone book.
    a. Random Sampling
    b. Cluster Sampling
    c. Systematic Sampling
  3. Choose any three pages from the telephone book at random, and call everyone on those pages.
    a. Random Sampling
    b. Cluster Sampling
    c. Systematic Sampling
4. Acting as your school's census bureau, identify a characteristic of interest or importance to your school and choose a survey question. (Topic Examples: transportation to and from school, extracurricular activities, foreign languages studied, etc.)
5. Choose your target population. The target population is the group of people to whom you want the sample survey to apply. Make sure you survey a good sample of your target population. (For example, if your survey applies to a student body of 400, you want to talk to at least 10%, or 40 people.)
6. Which sampling method would you choose for your survey? Why?
7. Conduct your sample survey and tabulate the results. Then organize your results into a graph or table and add a narrative summary.
Return to the Top Email your comments about this Activity
Census Data
Students will learn about the Census process and questions.
1. If you were in charge of collecting data for the Census Bureau, what questions would you ask?
  Census 2000 Questions
2. Why does the Census need to know about race?
  Here is the Census Bureau's Explanation.
3. Why do you think the Census Bureau collects information on Hispanic origin?
  Read the Census Bureau's Explanation.
4. What is the difference between "race" and "ethnicity"?
Return to the Top Email your comments about this Activity
Managing Data
Students will learn about population estimates and projections.
Students will compare population projections based on numerical growth and on percentage growth.
1. The U.S. Census Bureau produces three basic types of information about the U.S. population:
  - Enumerations: counts of the population such as in the 1990 census.
  - Estimates: 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: 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.
2. Births, deaths, and net migration are the three basic components of population change between two dates. For population estimates for states, net migration may be divided into net international migration (immigration to the U. S. minus emigration from the U.S.) and net domestic migration (in-migration from other states minus out-migration to other states). You can learn more about population estimates by going to http://www.census.gov/population/www/estimates/concepts.html.
3. For California, the population in 1990 was 29,785,857. For the 1990-1998 period, data on the components of population change show the following:
  births (B) = 4,708.894
  deaths (D) = 1,810,698
  net international migration (NIM) = +2,019,488
  net domestic migration(NDM) = -2,081,928
4. Calculate the 1998 population estimate for California using this formula:
  P1998 = P1990 + B - D + NIM + NDM
  Check your answer.
5. To make population projections for the U.S. or for individual states, demographers make assumptions about future trends. These assumptions, which reflect professional judgment and take into account past trends, are made in terms of rates for births and deaths, and in terms of rates or numbers for migration.
6. Calculate numerical growth (1990 population minus 1970 population) and percent growth (population growth as a percent of 1970 population, with percent change rounded to one decimal place) for the following states:
  
  State 1970 1990 Numerical Growth Percent Growth
  Connecticut 3,032,217 3,287,116 Answer Answer
  Minnesota 3,806,103 4,375,099 Answer Answer
7. Calculate the population projections for the following states for the year 2010 assuming a continuation of trends for the 1970 - 1990 period: first based on numerical change, then based on percent change with the results rounded to the nearest integer.
  
  State Based on Numerical Growth Based on Percent Growth
  Connecticut Answer Answer
  Minnesota Answer Answer
8. Why are the population projections for the year 2010 larger when based on percent change than when based on numerical change for the 1970 - 1990 period? ( Ideas )

Return to the Top

Email your comments about this Activity

Free Census Materials

Teaching materials are available for grades K-4, 5-8, and 9-12. Each pack contains a 24-page teaching guide, a letter to the teacher, and a census map, as well as 6 lessons that address map literacy, community involvement, and information management. Teachers can request these free materials (one kit per teacher) by writing:

Scholastic/Census 2000
555 Broadway, Room 478P
New York, NY 10012-9888
or by visiting
http://www.census.gov/dmd/www/schmail.html.

Return to the Top

Additional Internet Sites

Census 2000
http://www.census.gov/dmd/www/2khome.htm
Find information on the census and access news, fact sheets, glossary, plans, and job opportunities.
U.S. Census Information
http://www.census.gov/
This site, provided by the U.S. Census, allows you to search through all aspects of U.S. Census information.
Frequently Asked Questions
http://www.census.gov/dmd/www/genfaq.htm
Browse frequently asked questions to learn information on Census 2000.
World POPClock Projection
http://www.census.gov/cgi-bin/ipc/popclockw/
Get the current world population from the U.S. Bureau of the Census. It includes monthly world population figures.
Government Information Sharing Project
http://govinfo.kerr.orst.edu/
Find statistical information on any county in the United States with this point and click map.
Challenge 2000
http://www.csmonitor.com/durable/1999/06/17/p17s1.htm
Find out why the Census Bureau estimates it missed 12.2 percent of Native Americans during the last census.

Return to the Top

Suggest Additional Links

Some of these census activities are adaptations of the "Making Sense of Census 2000" materials created by the Census Bureau.

Author: Karen Krier - Email karen@uen.org

State	1970	1990	Numerical Growth	Percent Growth
Connecticut	3,032,217	3,287,116	Answer	Answer
Minnesota	3,806,103	4,375,099	Answer	Answer

State	Based on Numerical Growth	Based on Percent Growth
Connecticut	Answer	Answer
Minnesota	Answer	Answer