New
England
Writings about
Civics
New England Writings about Civics HOME
Civic Participation & Citizenship Collection
Building Community through a Visit to the Department of
Transitional Assistance
Susan Schwartzkopf, Center for New Americans,
Northampton, MA
Connection
to Civic
Participation and Community Action Sourcebook:
» Section Two: Holding Decision Makers Accountable
Overall Objective and Connection to Civic Participation:
This activity introduces students to the census, helps them make the connection
between the census and their own lives, and prepares them to complete
the 2000 Census. Through the process, students learn about the history
and purpose of the U.S. census, the uses of census information, the importance
of an accurate count, the relevancy of census information to their own
lives, and privacy information of the census. In the end, students practice
filling out the census (receiving assistance as needed) and complete and
mail the census.
Brief Description of Activity or Project:
Students participate in two class periods to prepare to fill out the census
form. During the first class, students use a map to ask and answer questions
about the population of different states. Students then read The Census
and You to learn about the background and purpose of the U.S. Census.
Students complete a fill-in-the-blank sheet to check reading comprehension.
Students finish the activity with a large group discussion answering the
questions: Do you think the census is important? Why or why not? How does
the census affect you? In the second lesson students learn about privacy
issues within the Census. Students are asked if they believe filling out
the census can be dangerous and who uses the information from the Census.
Students then participate in an activity that demonstrates how their information
is kept private. Students answer true and false questions to check their
understanding of this information. (Students are also given copies of
the Census in their own language to assist them in filling out this form.
Students can come in and receive help with their own forms. Census workers
have arranged times to be available in the classroom to assist people
in filling out the form).
Learner Profile: The class is comprised of eleven students who are adult immigrants and refugees. Students come from a variety of countries and backgrounds, including Russia, the Dominican Republic, China, Tibet, Moldova, Uzbekistan, Turkey, and Mexico. There is a large population in Franklin County of Russian and Spanish speakers. Class meets for two hours a day, four days a week for a total of 14 weeks per cycle.
Materials Needed: Background information about the census, a map of the U.S. including populations of each state, a reading for students about the census and its purpose, an activity sheet to check students' understanding of the privacy issues involved (see attached).
Time Required: Two one-hour class sessions and extra time after the classes to assist students with filling out the census and/or answering questions as they arise.
Process: Class One
1. Students look at a map of the U.S. and ask each other questions
about populations of various states.
2. Students are introduced to the concept of the census and what it is used for.
3. Students brainstorm a list of possible services that are affected by the census information.
4. Students read The Census and You.
5. Students ask each other about words they do not understand (e.g. meaning of negotiation).
6. Students complete fill-in-the-blank sentences to check comprehension.
7. Students discuss in large group: Is the census important? Why or why not? How does the census affect you? What services do you use?
8. Students reflect upon and rate activity, and record new vocabulary.
Process: Class Two
1. Students review information from first class.
2. Students are asked questions in large group: Who uses information from the census? Is the information shared with other government agencies (e.g. the INS)? Can filling out the census be dangerous?
3. Students write their birth month on a piece of paper and give to the teacher (Students do not write name on paper).
4. Teacher makes a chart on the board with twelve months.
5. Teacher collects paper and marks in each box to show how many students were born in each month.
6. Teacher shows that information does not reveal students' identities.
7. Students read information sheet explaining the privacy of their answers.
8. Students answer true and false questions to check understanding.
9. Students reflect on the lesson, rate the activity, and record new vocabulary.
Evaluation or Evidence of Learning:
All students talked about their understanding of the importance of filling
out the census and its connection to their lives. Students brought their
census forms to class and asked questions as needed. All students completed
their census forms and returned them.
Teacher Reflections:
This worked well because students gained an understanding of what the
census is and also what it is used for. It generated discussion about
the services that affect their lives and how completing the census makes
an impact on their lives, regardless of their immigration status. It helped
them to understand that they have a voice and that it is their right and
responsibility to participate. It enabled them to see the connection of
the services they use and their voice as a member of the community. At
the same time, this was boring for students at times. They quickly grasped
the background, importance, and purpose of the census and were quite willing
to fill it out. If I did this lesson again, I would make the activity
into a game or a survey to engage their interest more fully. The discussion
piece of this was most successful as students are always eager to talk
about how and what affects their daily lives. In future lessons, I would
draw out more of this aspect with students.
Student Reactions:
Most students liked and participated in the discussion about services
they use that are linked to information taken from the census. They did
not like the activity concerning privacy. Once it was clear that the information
from the census is private and not used for other governmental agencies,
they were ready to move on to other work.
New
England Literacy Resource Center
World Education
Boston, MA
(617) 482-9485
