Students will explore distributions of various census data sets to determine whether it can be reasonably assumed that those data follow a normal distribution, based on students’ analysis of either a histogram or a normal probability plot for each data set. They will then discuss their findings with a partner who analyzed the other type of graph for each data set.

Using State Facts for Students, a data access tool from the U.S. Census Bureau, students will explore data about their state and voice their opinions on how the population has changed over time. Students will work in small groups to share their opinions, practicing oral communication and small-group discussion skills.

Students will use census data from a sample of 136 U.S. counties and other sample data to make estimates about the U.S. population that is 65 or older in all other counties and about other variables, using normal distribution models.

This activity will help students understand that people’s perceptions of the world—places, regions, and environments—are constantly changing with new experiences and information. Students will examine Census Bureau data about Los Angeles, and about the rest of California and the United States, to challenge or confirm these perceptions.

Students will use a U.S. Census Bureau data tool called State Facts for Students to analyze the population data of their state. They will write the data in several forms, round the numbers, and then compare their state’s population with that of a nearby state.

Students will learn how the U.S. Census Bureau helps emergency responders provide support during natural disasters. Then, the teacher will set up various stations around the room to encourage peer-to-peer learning in small groups. Students will rotate from station to station, completing tasks such as creating an emergency preparedness kit, determining the states with the highest risk for hurricanes, and reviewing a series of photos of houses to determine which are most likely to survive a natural disaster.

In this activity, students will refer to the 1790 and 1800 Censuses to compare the total population with the population of enslaved people, drawing conclusions from the data.

Students will analyze the 1950 Census form for Americans living overseas and 1910–1990 census data for these Americans to understand the impact of the Cold War on the number of U.S. citizens living abroad.

Students will explore census data, including infographics and reports, to better understand rates of poverty in the nation.

Students will explore sampling variability in the sample means of different random samples of a population, using data on Internet access from the U.S. Census Bureau’s American Community Survey.

Students will participate in an online scavenger hunt based on a story that a geographer named Gina, who loves to travel, has escaped to an undisclosed location. It is their mission to bring her back to the school. Students must follow a series of clues about the location including landmarks, weather, and population—and use a U.S. Census Bureau data tool called State Facts for Students to answer questions that lead them one step closer to finding Gina.

This activity teaches students about the setting of Harper Lee’s famous novel “To Kill a Mockingbird,” which takes place during 3 years (1933–1935) of the Great Depression. Part 1 of this activity can be used before students start reading the novel to help them understand what life was like in the 1930s. In this part, students will examine and answer questions about census documents that feature unemployment numbers and related information. Part 2 can be completed after students have read the first few chapters of the novel. In this part, students will write a piece using the RAFT technique (role, audience, format, topic) to show what they learned about the 1930s and what they have read so far.

Students will predict how many amusement parks are in their state. They will then analyze census data on the numbers of amusement parks in all 50 states in 2016. (Data in this activity do not include the District of Columbia or Puerto Rico.) Then students will write numbers as fractions and create a visual model of the data.

Students will explore an interactive data visualization of state-by-state population growth as measured by the decennial censuses of 1790 through 2010. Students will also analyze and make inferences about the causes of more recent shifts in U.S. population.

Students will examine questions from 1940, 1960, and 2010 census questionnaires to analyze socioeconomic changes in the U.S. population before and after World War II.

This activity is designed to be part of a unit on the U.S. Constitution, as it focuses on U.S. voting trends. Students will analyze bar and line graphs showing the percentages of people (by race, age, sex, region, and education) who voted in elections between 1964 and 2014. Students will use these data to respond to the question “Who votes in American elections?”

In this activity, students will learn about population movement, migration trends, and the westward expansion of the early 1800s. First, students will create a line graph that depicts changes in aggregated population data from 1800 to 1850 for Illinois, Indiana, Missouri, and Ohio. Using this graph, students will make data comparisons and draw conclusions. Next, students will compare the populations of several states between 1790 and 1850 and make conclusions that demonstrate their understanding of population trends in northern and southern states. This activity can spark discussion of sectionalism, slavery, and the different economic climate that took shape in the northern and southern states in the early 1800s.

Students will learn about and review key geography and census terms, discover how the U.S. Census Bureau organizes space geographically, and understand why census data are collected in this way.

Students will use the U.S. Census Bureau’s QuickFacts data access tool to examine information about three cities, including population, education, and income data. Students will draw conclusions about life in those three cities to determine which city they would like to live in as an adult.

Students will examine graphs on education, earnings, and workforce participation for men and women between 1940 and 2010. Specifically, students will study a graph of the percentages of managers who were women from 1940 to 2009 to understand the connection between the increase in these percentages and the feminist movement of the 1960s.