Students will be given the 2010 Census questions on race and ethnicity and a list from the US Census stating the objectives for asking these questions.
Students will also be given a pro/con worksheet, which one example will be modeled for the class as a whole and then they will be asked to work with a partner to complete the task. After developing a pro/con list of how and why the census asks about race and ethnicity, we discussed their reasons as a class and I wrote down their list on my own. Students were then handed an article discussing the government’s attempted redesign of the race/ethnicity questions on the 2020 Census. This article was read aloud by me with pausing, for students to fill in a word. Then students were asked to flip over the pro/con worksheet in which an empty box and a reflection question were located. Within the empty box students were to create a US Census questions for the 2020 census that they thought was ideal, and then answer the opinion-based question “Do you think the US Census should ask people to identify their Race and Ethnicity? After creating their own race and/or ethnicity question for the 2020 census, students completed a gallery walk in which they drew stars on the census they thought was the best and the top 5 Census creations were shared with the class. With these 5, the students were asked why did this one receive so many stars? What are the negatives about this census? |
STudent Samples |