Subject

Since the late 1700, the information from the Census has been a valuable tool for the United States government. The Census is an important aspect for students to learn because it allows them to see how the dynamics of this country has changed over time. The Census is also helpful in understanding the social and economic decisions made by government.

Lesson Introduction:

Guided Class Discussion: Ask the students the following questions and write their answers on the board. This will show you what background knowledge they have and serves as a lesson warm-up.

Provide The Background:

1. The first census was implemented in 1790.

Ask the Guided question: What states where apart of the union in 1790?

Have students look at a current US map, if necessary. List their answers on the board.

2. Information collected by the census can be used for many things.

As the Guided question: What things can be used with the statistics from the census?

Discuss with them how it is used for planning such things as where to build houses, schools, and hospitals. List answers on the board.

3. By 1890 the US now consisted of 46 states.

Discuss with the students that the country has grown a great deal between 1790 and 1890.

Hand out the “Graphing the Census” worksheet. Click on the graph below to get a printable copy of the worksheet. It may need to be adjusted, but it is a two-page worksheet.

1. Read and discuss the beginning section of the worksheet.

2. Start the section on "population" and model the graphing technique as the students guide your actions. As the teacher creates the graph be sure to include the terminology (if necessary): numbers on left side, subject on bottom row, key, and distinguishing features between comparing measurements.

3. In pairs, have students graph the statistics from questions 2-5. Hand in one per group. Allow them to use markers, poster board, and rulers.

4. After they finish with number five, have them discuss in their groups the reasoning they used to make the prediction on college graduates in 2010. This is an area for possible lesson expansion depending on the students' responses.

Guided Class Discussion: What does the United States government do with these statistics?

Allow for students to exchange ideas of the different things the government might use them for.

Dictate this statement: There were 36 highway deaths in 1900 compared 42,000 in 1997.

Ask students: Who else would be concerned about a statistic like this besides the government?

Be sure students can see that people other than the US government can use the census figures. In this example the car companies may want to make better safety features on their new cars, or the speed limit might need to be changed for safety.

Have students gather and graph statistics that your local township or county provides on their website: I used Brick Township, New Jersey as an example. You can take a look at this town's statistics by going to the second page below.

http://www.twp.brick.nj.us/

Have students research other statistics that the Census Bureau collects and have them explain why they collect them. Information can be found at the Census Bureau website by clicking the seal.