CENSUS SENSE: KEEPING TRACK OF CANADIANS SASKATCHEWAN - SECONDARY
Lesson Overview:
A critical study of the purpose and use of census gathering in a historical and current context.
Grade Level:
Grade 12 - Saskatchewan
Time Required:
Teachers should be able to conduct the lesson in one or two classes
Curriculum Connection (Province and course):
Saskatchewan – History 30: Canadian Studies – Unit Five: Challenges and
Opportunities
Link to Canadian National Geography Standards:
Essential Element #2: Places and Regions
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The importance of places and regions to individual and social identity
 Changes in places and regions over time

Critical issues and problems of places and regions
Essential Element #4: Human Systems

Population characteristics by world religions, country and regions
 Demographic transition
 Convergence and divergence of cultures
Geographic Skill #2: Acquiring Geographic Information
 Systematically assess the value and use of geographic information
Geographic Skill #3: Organizing Geographic Information
 Select and design appropriate forms of maps to organize geographic information
 Select and design appropriate forms of graphs, diagrams, tables and charts to organize geographic information
 Use a variety of media to develop and organize integrated summaries of geographical information
Geographic Skill #4: Analyzing Geographic Information
 Make inferences and draw conclusions from maps and other geographical representations (statistical data)
Canadian Council for Geographic Education (www.ccge.org)
Statistics Canada (www.statcan.ca)
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CENSUS SENSE: KEEPING TRACK OF CANADIANS SASKATCHEWAN - SECONDARY
Geographic Skill #5: Answering Geographic Questions
 Formulate valid generalizations form the results of various kinds of geographic inquiry
 Evaluate the answers to geographic questions
Link to Statistics Canada data source: http://www.statcan.ca/start.html
Click on Census 2006
Locate the actual census questions being asked in the current census http://www.statcan.ca/english/Estat/licence.htm
Within ESTAT, locate the historical census materials
Additional Resources, Materials and Equipment Required:
 Student Handout- Census Sense: Keeping Track of Canadians

Overhead projector and copy of Student Handout
 Access to computer research and library
 Large map of Canada for final project display
Main Objective:
Students will discuss the reasons why census have been collected in Canada and the ways the census documents have evolved and changed to reflect the society and times in which it is collecting data for. Students will design their own census document from a historical time per iod in Canada’s past and complete it using a “family” from that time period.
Learning Outcomes:
By the end of the lesson, students will be able to:
 Discuss reasons why census data is collected, studied and kept by
Canada’s government, as well as identify the weaknesses in the census process
 Construct a census document with sample questions and answers, that would approximate the data requested at that time in Canada’s past
 Compare census questions and data from various historical time periods in Canada’s history
 Compile a comprehensive picture of a Canadian family for a specific time period in Canada’s history, using statistical data, photographs, art work, maps, primary sources, etc.
Canadian Council for Geographic Education (www.ccge.org)
Statistics Canada (www.statcan.ca)
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CENSUS SENSE: KEEPING TRACK OF CANADIANS SASKATCHEWAN - SECONDARY
The Lesson:
Teacher Activity
SH#1 – Draft Census
Students receive a copy of the draft census as a handout. Give them time to fill in possible questions.
Share ideas with the larger class – overhead, poster paper, on the board.
If possible, view the actual census 2006 document online with a data projector, or individual computers in a lab. http://www.statcan.ca/start.html
Compare student responses with the questions actually there! Were they close??
SH #2 – Census Sense
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Make overheads of this document to help facilitate discussion
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Large group discussion about the questions on the handout. Brainstorm possible answers with the students.
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Student research of statscan.ca website will require computer access and facilitation
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Support student research with additional information, web sites and resources appropriate to student’s chosen historical time period
Student Activity
SH#1 – Draft Census
fill in possible questions in the draft document.
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Study the actual Census
2006 questions. Were you close?
SH #2 – Census Sense
- Make notes on student handout as discussion is going on
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Complete the student research component of
Census Sense
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Look at current census and compare to past census documents
Provide large wall map of Canada for students to display their final projects on.
Assist students with art materials and research tools to complete project.
Lead the debriefing after all “families” are displayed.
Discuss the differences, similarities and types of questions asked in the census, depending on the census year.
Complete the Final Project, as outlined on the student handout
Census Sense.
Create the family bio.
Create the census questions and responses.
Post the completed information to the class map.
Lesson Extension:
 Completing the census 2006 as a class and compiling statistical data
 View 2001 data from last census. Have students create a graphic interpretation of general patterns that emerge from the data- perhaps comparing regions.
Canadian Council for Geographic Education (www.ccge.org)
Statistics Canada (www.statcan.ca)
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CENSUS SENSE: KEEPING TRACK OF CANADIANS SASKATCHEWAN - SECONDARY

Propose changes and policy initiatives to the government, based on
Census 2001 findings
Assessment of Student Learning:
 Participation and response from class discussion of student handout part one questions
 Guided questions and answers specific to the Census 2006 questions as seen on the StatCan website
 The completed family bio and census questionnaire with supporting materials and short summary to the students in the class
Canadian Council for Geographic Education (www.ccge.org)
Statistics Canada (www.statcan.ca)
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CENSUS SENSE: KEEPING TRACK OF CANADIANS SASKATCHEWAN - SECONDARY
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Canadian Council for Geographic Education (www.ccge.org)
Statistics Canada (www.statcan.ca)
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CENSUS SENSE: KEEPING TRACK OF CANADIANS SASKATCHEWAN - SECONDARY
The question "What is life like for us?" lies at the heart of statistics and census gathering. Since the beginning of time, people have kept records in the form of pictures, words and numbers in order to tell others how they live and what is important to them.
Looking at census material is important as historians and policy makers in government.
What is a census?
What kinds of questions and data might be asked in a census?
Why have census and counts been done by governments? How is a study of this data helpful for policy makers and government officials?
When are census taken? How frequently do they take place? Is this frequent enough? Why so frequently?
How is census information gathered? Today? In the past?
What problems and limitations can you anticipate with census collection and interpretation of the data?
Canadian Council for Geographic Education (www.ccge.org)
Statistics Canada (www.statcan.ca)
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CENSUS SENSE: KEEPING TRACK OF CANADIANS SASKATCHEWAN - SECONDARY
Taking a census is like taking a measurement of what life is like for us as
Canadians during the year of the census. There are some important questions to consider when considering census questions and gathering of data:
 Why do people want to collect and record information about their lives?
What purpose does it have?
 What kinds of information can you record in pictures only? In numbers only? Is it accurate or the whole picture?
 Who gets to have input into possible answers to the question? Have there been times in our history when some people’s voices and experiences were ignored? Would adults answer this question differently from children? Would women answer differently than men? Affluent differently than poor?
 How do we decide which events, ideas or data to include in a final picture of what life is like for us? Do we focus on the most common experiences?
The most spectacular ones?
 How do we make sure that other people who look at what we record really understand what we mean?
Source: http://www.statcan.ca/english/kits/cyb2001/countin1.htm
Using http://www.statcan.ca/english as a starting point for research, complete the following tasks:
A.
View the 2006 Census. Make note of the questions being asked. What are the general topics? What kind of information is our government looking for?
B.
Make note of how the 2006 census is different than past census documents. What is different? Are these changes what you would expect for 2006?
C.
View other census documents from Canada’s past. Make an effort to view a census from each of the 1900’s, 1800’s, 1700’s and 1600’s. Make note about the questions and information that can be learned about what life was like for Canadians at this time. You may need to log into ESTAT to do this work. Check with your teacher or librarian to ensure you can access this database.
Canadian Council for Geographic Education (www.ccge.org)
Statistics Canada (www.statcan.ca)
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CENSUS SENSE: KEEPING TRACK OF CANADIANS SASKATCHEWAN - SECONDARY
Name: _______________________
Choose an historical time period in Canada’s history. Some suggestions may include, but are not limited to the following:
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New France
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Acadia
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Loyalist Migration

The Fur Trade -
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Settling the West – European Immigration
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Building of the CPR – Chinese Immigration

Treaty Making

World War in Europe

Post War/Cold War
Create a family. Write a short written description of the family- their names, their jobs, their ages, places of birth, marriage, etc. Include education and training, previous travel, and any other relevant data that would be needed for census gathering. Describe and illustrate their dwelling, their place of living (town, farm, city, etc). Provide a picture of the entire family, or of each member of the household.
Create a period- appropriate census document for your chosen time period. Look at historical census documents to get a sense of what kinds of questions might be asked as a guideline. There should be at least 25 questions.
Complete the census questionnaire, as if you were the family you created.
Indicate how the data was collected, where it would be sent to and how long the process took to complete. Hint! Keep in mind postal systems, roadways, technology and education and literacy rates, as well as laws and society norms!!!
Prepare a summary of the questions and responses your family completed for presentation to the class.
Post your family bio, pictures and census summary information on the large
Canadian map in your classroom. Briefly speak to the class about your family and their census information.
Canadian Council for Geographic Education (www.ccge.org)
Statistics Canada (www.statcan.ca)
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