1. Welcome

This help page provides the information you need to access free and subscribed content on the Social Explorer site.

Other resources

If you do not find the information you need, other useful resources include:

• FAQ page, which answer specific customer service and technical questions;
• About page which offers a range of general information and details about the Social Explorer site and OUP’s relationship with Social Explorer;

2. Publicly Available Content

A scaled-down version of Social Explorer is freely available to the general public. You may access it by going to the maps or reports section on the site. There you will find hundreds of maps and reports from the 2000 Census, as well as a limited set of additional data.

3. Accessing the site

After your subscription setup is complete, there are a variety of ways to access the site.

3.1 Automatic Authentication

Automatic authentication is the most common means of accessing the contents of Social Explorer. Most institutions will set up their access via IP-authentication or URL referrer. If you come to the site through a subscribing institution, you will automatically be logged in when you access the site - you don’t have to do anything.

If you believe your institution subscribes, but you are not automatically logged in when you go to the site, please consult your librarian or library administrator. If you are trying to access Social Explorer from off-site, you may need to use your institution’s procedures for accessing resources remotely.

Librarians, you can find out about setting up your institution via Subscriber Services.

3.2 EZ-Proxy setup

To set up EZ-Proxy you will need to add the following configuration string to your EZ-Proxy settings:

Title Social Explorer
URL http://www.socialexplorer.com/ezproxy

IMPORTANT: You have to use http://www.socialexplorer.com/ezproxy as the link when you list Social Explorer on your website. That should be the landing page users are taken to when they click on the Social Explorer database in your list of online databases. If you have any trouble you may contact online@oup.com.

3.3 Username and Password

If you have password access to the site, type your username and password into the login fields from the link on the home page.

Remember that your password is case-sensitive.

If you have forgotten your password, click here.

If you have problems logging in, please contact Customer Service.

Some institutions require username and password authentication. If you do not know your institution’s log in details, please consult your librarian or administrator.

General Content Questions

1. What is Social Explorer?

A leading demographics website, Social Explorer is an easy-to-use web-based application that creates fast, intuitive, and visually appealing maps and reports. With Social Explorer, anyone with an Internet connection can access census data that was previously the domain of social science experts.

2. What content is available on the site?

This interactive website includes the entire US census history from 1790 to 2000, the American Community Survey (ACS), and the Religious Congregations and Membership Study (RCMS) from 1980 to 2000 – the most complete census available on religion in the U.S. Overall, the site contains 39 billion data points, 200,000 variables, and 15,000 interactive maps.

3. How often is Social Explorer updated?

The public version is a free, but scaled down, version of Social Explorer. Subscribers have access to much more data and more tools. For a comparison of the data available on each version, please click here.

4. How can I find out when a new update has gone live?

As well as posting lists of updates to our What’s New Blog Posts, you can also sign up for a quarterly, free newsletter containing information on new features and data as well as other site news.

5. What is the American Community Survey?

The American Community Survey (ACS) is a new nationwide survey conducted by the Census Bureau that replaces the “long form” in the decennial census. The ACS collects demographic, housing, social, and economic data on a 3-million household sample of the United States each year. Data from the ACS are being released on a rolling basis, and the full program will be implemented in 2010. Social Explorer is committed to rapid processing and deployment of the American Community Survey to ensure its registered users have access to the most current demographic material.

7. What is Census geography?

The Census Bureau releases demographic data about the country at a variety of different geographic levels to meet the needs of a range of different research questions. Some of these geographies, such as states, Congressional districts, or zip codes, are familiar to most users of the data. Others, such as census tracts and block groups, are specialized divisions created by the government specifically for the purposes of census enumeration. For instance, a census tract is a small subdivision of a county established by the Census Bureau to be homogenous with respect to population characteristics, economic status, and living conditions. Tracts usually have between 2,500 and 8,000 residents, and in urban areas, they usually correspond to familiar neighborhoods. More information about census geographies is available from http://www.census.gov/geo/www/reference.html.

County and tract maps in Social Explorer are historically accurate for the census year in which they appear: if a county or tract did not exist in a given census year, it will not appear on the Social Explorer map. Note that prior to 1990, tracts did not exist for the entire country: only certain areas—generally large urban areas—were divided into tracts and assigned data by the Census Bureau.

8. What is a FIPS code?

Federal Information Processing Standards Codes (FIPS codes) are a standardized set of numeric or alphabetic codes issued by the National Institute of Standards and Technology (NIST) to ensure uniform identification of geographic entities through all federal government agencies. Every census geography is assigned a unique FIPS code so it can be quickly identified and associated with census data. More information about FIPS codes, including lists of codes for several major geographies, is available at http://www.census.gov/geo/www/fips/fips.html.

Social Explorer automatically displays the corresponding FIPS codes when a user generates a report. In addition, users who know the FIPS codes of the geographies they are interested in can input these codes directly into the Social Explorer reporting tool to expedite the production of reports. This feature is particularly useful for generating reports about a large number of geographies simultaneously.

9. What does “compatible data” mean?

Today, census data is consistent across geographies. The set of data available at the state level, for instance, is the same as the set of data available at the tract level. Between 1940 and 1960, however, the Census Bureau generated independent data for tracts and counties, each with a somewhat different set of variables. To facilitate historical analysis and simplify research, we have created a “compatibility set” for 1940 and 1950 that represents all the variables that appear at both the county and tract levels. Subscribers have the option of viewing all county and tract data sets, while the public version includes only a subset of the compatibility sets.

5. How do I cite information on Social Explorer?

No author.

Chicago

• Report:

Data source. Title of table, dates. Prepared by Social Explorer. permalink URL (date accessed).

Example:
U.S. Census Bureau. Population Density, 1960. Prepared by Social Explorer. http://www.socialexplorer.com/pub/reportdata/HtmlResults.aspx?reportid=R2087477&Page=1 (accessed Jul 27 13:58:03 EST 2010).

• Map:

Title of map, dates. Social Explorer, permalink URL (based on data from <identify data source>; date accessed).

Population Density, 1960. Social Explorer, http://www.socialexplorer.com/pub/maps/map3.aspx?g=0&mapi=SE0004&themei=48325.2342584786.5826.008&l=-2963694.2718022&r=3672038.69056773&t=6691512.06801439&b=2838285.8360113&rndi=1 (based on data from U.S. Census Bureau; accessed Jul 27 17:16:03 EST 2010).

MLA

• Report:

Data source. “Title of table, dates.” Social Explorer. Medium. Date posted.

Example:
U.S. Census Bureau. “Population Density, 1960.” Social Explorer. Web. Jul 27 13:58:03 EST 2010.

• Map:

“Title of map, dates.” Map. Social Explorer. Social Explorer, n.d. Medium. Date posted.
. (based on data from )

Example:
“Population Density, 1960.” Map. Social Explorer. Social Explorer, n.d. Web. Jul 27 13:58:03 EST 2010. . (based on data from U.S. Census Bureau)

11. Where can I find permanent URLs to reports and maps on Social Explorer?

The permanent URLs for reports can be taken from your web browser after creating a report. Permanent URLs for maps can be created by clicking on “File” and then “Link-Current Map.” A pop-up window appears containing the permanent URL.

Subscription Questions

1. How do I subscribe to Social Explorer?

Annual subscriptions are available for universities, schools, public libraries and organizations. Monthly and annual subscriptions are also available for individuals. Visit How to Subscribe, or contact us for subscription information.

2. Is it possible to have a free trial?

Free 30-day trials are available to libraries and institutions considering a subscription. If you are an individual and would like to try out the site, find out if your library or organization already subscribes or is interested in a free trial. Librarians and administrators can sign up for a trial on this site.

3. Are discounts available to consortia and consortia members?

Special pricing is available for library consortia. For further details, please get in touch with your consortia manager or contact us.

Access Questions

1. I cannot access Social Explorer.

Suggestions for Library Administrators:

a) Please verify that you have submitted your library’s signed subscriber agreement to OUP. All new subscriptions require a signed license agreement on file that has been verified prior to activating service.

b) Please check that OUP has your library’s most current IP address information on file. Administrators can verify account details from Subscriber Services. You will need an administrative login. If you have lost or forgotten your administrative password, please contact us.

c) If your library’s IP information has changed, please contact us to report the new address(es) or to update IP information currently registered.

d) Your library’s access may have expired or been placed on hold if OUP has not received your subscription payment or if your free trial has expired. It is customary for OUP to contact subscribers before a renewal/anniversary date or trial expiration. For further assistance, please contact our customer service team during business hours.

Individual Customers:
You have entered an incorrect username or password or no longer have an active subscription. Please contact us.

2. Is remote access available?

Remote or off-site access is available to all institutional subscribers at no additional cost. For further assistance setting up remote access, please contact us.

3. Is library card access available?

Libraries have the option to allow patrons to access the site using their library barcode. Please have your librarian or administrator contact us for further details on setting up library card access.

4. Is Social Explorer accessible through Athens?

Athens authentication is not currently available for Social Explorer, but will be available before the end of 2010.

5. I have forgotten my username and password.

If you are using access information provided by your library, please contact your librarian or administrator for library access information.

Technical Questions

1. With which browsers is Social Explorer compatible?

The site should be accessible to general users using most current and many legacy browsers. Social Explorer is specifically tested and designed for correct display and function on the following browsers:

• IE8/Windows
• IE7/Windows
• IE6/Windows (version 6.0.2900.2180 or higher)
• Firefox 3/Windows
• Firefox 2/Windows
• Firefox 1/Windows
• Firefox 2/Macintosh
• Firefox 1/Windows
• Safari 3/Macintosh
• Safari 2/Macintosh

For maps to display, Flash version 9 or higher is required. Click here to get or update your flash player.

Pages will also display on other browsers. Please feel free to contact us if you have a specific browser or platform question.

2. Is the site accessible to visually impaired users?

Due to the functionality available on the site, Social Explorer may not be accessible to all visually impaired users.

3. Does Social Explorer support federated searching?

Social Explorer does not currently support federated searching. The dynamic nature of the site, which continually generates maps and reports based on user requests, inhibits federated searching.

Subscriber Services

1. Are usage statistics available?

Usage statistics are available on a monthly basis to subscribing institutions and library consortia.

2. How do I access my institutions statistics?

Please visit Subscriber Services. Your administrative login will be required. If you have lost or forgotten your administrative login, please contact us.

3. How can I view or update my subscription record?

Institutions and individuals within North and South America may view or change their subscription details at our account management system. Subscribers outside of North and South America click here.

4. How can I get a mailing address and other contact details for Social Explorer inquiries?

In addition to using the contact us form as a fast means of reaching both of the OUP online customer service teams, full contact details are below.

Subscribers in North and South America
Customer Support - Online Subscriptions
Oxford University Press
198 Madison Avenue
New York, NY 10016
USA
Tel: 1 800 334 4249 ext 6484 (Monday-Friday, 9am-5pm EST)
Fax: 1 212 726 6476
Email: oxfordonline@oup.com

Subscribers Outside the Americas
Online Products
Oxford University Press
Great Clarendon Street
Oxford OX2 6DP
UK
Tel:+44 (0) 1865 353705 (Monday-Friday, 9am-5pm GMT)
Fax: +44 (0) 1865 353308
Email: onlinesubscriptions@oup.com

Instructions:

1. Make sure your internet browser allows pop-ups for Social Explorer!!
2. Log into MySocLab:http://wps.ablongman.com/ab_henslin_essentials_mysoclab_8
user name: socialexplorer password: 4learning
3. Follow exercise links from this page

Ex. 1 – How crowded or dense is your neighborhood? In some parts of the United States, like in major cities or suburban areas where people live in multi-story apartment buildings or track homes, the population density is very high. In other parts of the country, such as small towns and areas where only a few people occupy houses spread out on larger lots, the population is less dense. Using Social Explorer, you are going to look at the population density of your own neighborhood and compare that to other neighborhoods in your city or town as well as to other areas in the United States. Remember that population density is a term to describe the number of individuals occupying an area in relation to the size of that area or simply, people per square mile

• Follow this link to the main Map page of Social Explorer. You are on the 2000 Census Tract map. Click here.
• Using the tool, type in your own address - enter the street number, city, state, and zip code. You should be able to find your exact address, select it from the list of choices.
• Click OK and then using the ZOOM tool, zoom in to the exact location on the map.
• You should now be looking at a map of the population density for your own neighborhood. To examine neighborhoods, we are using Census Tract data. A tract is what the Census uses to define a neighborhood.  Each one represents an area containing approximately 4,000 people.)
• Looking at the map legend on the right side of the map view, it should be labeled as Census Tract 2000, Population Density per Square Mile. Based on the legend, what is the range of population density for your neighborhood (or census tract)?
• Zooming out can give you a larger view of your neighborhood compared to other neighborhoods in the area. Click the Zoom Out tool (the small magnifying glass at the top of the map view with a minus sign in it). Each time you click on the button, the map view will zoom out farther. Click two times to get a wider perspective on the area in terms of population density. Does your neighborhood appear more dense, less dense, or about the same as the neighborhoods around it?
• What is the closest area with a higher density? a lower density? You can name this area (e.g. downtown, a specific suburb, or farm area) or you can specify the directions to that area (e.g. a block to the west and two blocks south).    * What can you say about your own neighborhood compared to those nearby, and those elsewhere in the community (city, town, village, county)?
• Click on the Initial View button at the top of the screen to zoom out and look at the country as a whole. Which areas appear to be the most densely populated in the United States?

Ex. 2 – This exercise is based on the “In the Times” feature, “Why Are There So Many Single Americans?” (Sociology, p. 31). Use Social Explorer to look at a map of the continental United States from the year 2000, showing the population of single Americans (also considered as “never married”).

• Click on the following link to go to the 2000 Census Tract Map of Single People* (for now we will use % Never Married – this will be renamed as the variable % Single) Click here
• Notice along the bottom of the map view, there are a series of empty boxes that say “Click here to save current map.” These snapshots will become slides for your own slideshow.
• Click on the first box in the slideshow tool to save the current map.
• Create a second map tracking the same data from 1970 by selecting the 1970 Census Tract from the first drop-down menu on the right.
• Select the Marital Status category from the second drop down menu, and the variable % Never Married from the third drop down menu. You can save this map to the slide show tool by clicking on the second slide.
• If you switch back and forth between the two maps, do you notice any patterns? Does it seem that a greater portion of the population was married in 2000 than in 1970?
• Zooming into a smaller area of the map can show you if the change is more obvious in a certain locations. Using the tool, search for Los Angeles City in the 1970 view. You can click on the third box in the slideshow tool to save this map.
• Go back to the 2000 Census Tract map and find the % Never Married variable for the Los Angeles city area.
• Looking at the two zoomed-in maps (you may want to create additional slides to refer to), does it appear that the percentage of never married Americans has gone up in this area between 1970 and 2000?  How about in the nation as a whole?

*To better examine the nation as a whole, we will need to create a map for the percent of single people for this activity (% never married+ divorced+ widowed)

Ex. 3 - Generating maps is a quick way to visualize change over time.  Running a report shows you more complete and accurate information on such changes. In this exercise, you will look at the data behind the pattern that the map showed us in the previous activity.

• Return to the 2000 Census Map view, click on the tool and select the Marital Status report. (This will need to be added as a category to the default categories in the report list.)*
• The report will automatically generate numbers for the entire United States, but you must select a specific point on the map to get started. Select the Point option and click OK and you will be taken back to the map. Click to make a point in the Los Angeles City area.
• Next select the option “Make Report” in the right hand menu. This will generate a report with data on all variables in this category for the year 2000 for the U.S. and for that specific location, in this case Los Angeles.
• Following the same steps generate a similar report for the 1970 map.
• Now compare the actual data from the two reports. What percent of the population was never married in each year? Does this corroborate the theory that the percent of single Americans has increased between 1970 and 2000?

** If you are not clear on how to run a report, click on the Help tab on the top menu bar. In the Help section there is a How-To video called “Getting Started – Creating Reports from a Map.”

*this will need to be added as a category to the default categories in the report list.

Ex. 4 – As you have learned, poverty is often related to other demographic characteristics, including family structure, race or ethnic status, education, unemployment, teen pregnancy and school drop out rates. Poverty is also, often concentrated in certain parts of a city.  (The Census defines poverty as a household/ an individual with an income less than $XX?) In this exercise you are going to examine poverty in the Detroit City area.

• Look at this map of Poverty in the Detroit City area. Click here. This map shows us the percentage of people living in poverty in Detroit in the year 2000, organized by Census Tract.
• In the variable drop down menu (the third drop down), scroll through the options and select % In Poverty Male, Wife not Present. Save this map by clicking on the first box of the slideshow tool.
• Then to compare it to another category, select % In Poverty Female, Husband not Present (again you can save this map to the slideshow tool by clicking on the second box).
• What difference in poverty level and concentration of poverty do you see? Is there a specific area where households with a female but no husband present, are concentrated in poverty? Give an example. What about households with a male but no wife present?
• Now look at Single Parent households. Select the variable % In Poverty Male, with kids, Wife not present and save this with the slide show tool.
• Compare with the variable % In Poverty Female, with kids, Husband not present.
• Based on these examinations of the map, what do you think is most related to poverty? Is it the number of children? Not having a spouse (whether husband or wife) present?

Ex. 5 – People of certain ancestry are often concentrated in specific areas across the United States. For this exercise you are going to look at ancestral groups in the United States and how they are dispersed.

• Take a look at the map of Italian Ancestry in America in the 2000 Census Tract. Click here. (As stated in the key on the right side of the map, each red dot represents 10 people.)  Ancestry is defined by _____ (number of generations? Self-identifying for the census?).
• Are you surprised by the high concentration of people with Italian ancestry in the United States?  It’s the #__ most popular ancestry according to the Census.
• What other types of ancestry do you think are most common in the United States?
• Map your own ancestry by selecting the variable from the drop-down menu that best matches your family background (e.g. Arabic, African, Irish, etc.). Note the concentration of people with this ancestry.
• Is it higher or lower than you would have expected?
• Are people of this ancestry heavily populated in certain areas?
• If you wish to see a closer look within a state or region, click the Zoom In tool (the small magnifying glass at the top of the map view with a plus sign in it). Each time you click on the button, the map view will zoom in closer.  You can also look up a specific city or address with the find [insert picture of find tool] tool.
• Are you surprised by their presence in any one area? You can name this area (e.g. city, state, or region)

Ex. 6 - FOLLOW-UP EXERCISE:

• Click here. You are looking at a map, with data provided by Social Explorer, for the New York Times article “Remade in America: The Newest Immigrants and Their Impact.” This interactive map allows you to select a foreign-born population and trace their settlement across the United States from 1880 to the present.
• Select the foreign-born population that most closely relates to your ancestry or another ancestry of your choice from the drop down menu at the top of the interactive map.
• Move the marker along the timeline back to 1880 and then scroll through the years to see how the population has settled across the United States.
• Please note that the bubble size is proportional to overall population. In the lower right-hand corner of the map view, you can modify the bubble size to get another view of the population.
• You can also use the Zoom In tool to take a closer look at a specific area on the map

*For some years, you may find that data is not available because those categories were not used by the Census at the time.

Ex. 7 – While ancestral groups tend to be located in certain parts of the United States, the foreign born population is far more concentrated in smaller areas within a community. As an example, we will look at the Irish in New York City and surrounding suburbs.

• Click here. You are looking at a map of Irish ancestry in the year 2000 by Census Tract. As you can see, the Irish make up a large part of our cultural landscape.
• Locate New York on the map by clicking the tool at the top of the map view and typing in New York City.  From the list, select the first option, which includes all five boroughs.
• Click OK to map this location. People of Irish Ancestry appear to be spread out throughout New York City and surround suburbs.
• Now look at the foreign born population – that is, first generation Irish.
• In the category drop-down menu (the second drop-down), select the category Foreign Born Place of Birth (Percent).
• In the variable drop-down menu (or third drop-down), select % Ireland.
• What patterns do you notice in terms of foreign born Irish settlement? You can name this area (e.g. downtown, a specific suburb, or borough)
• Do they appear to be concentrated in specific areas, as opposed to spread out across the city and suburbs as we saw in the map of ancestry?

Ex. 8 – Technology makes a huge impact on our lives. It gives us access to other parts of the world creating a global network of communication. An example of this phenomenon is the spread of family-owned radios in the early 20th century. Using Social Explorer, you will map the increase in households with radios between 1930 and 1940 to get a closer look at how new technology changes our social landscape.

• Click here. You are on the main Map page of Social Explorer.
• Select the 1930 Census from map drop-down menu (the first drop-down).
• Select the Radios category from the category drop-down menu (the second drop-down) and look at the default variable of % Families Reporting Radios.
• Save this map to the slideshow tool (remember you can save any map you are currently viewing to the slideshow tool by clicking on one of the boxes in the tool bar).
• Now look at the 1940 County & Census Tract map.* For this year, the variable we are looking for is under the category Housing (please note that the same variables may be under different categories depending on the Census Tract)
• From the variable drop-down menu (the third drop-down), select % Households with Radio.
• Do you see a significant change in households with radios between 1930 and 1940?  During the 1930s, what may have contributed to the necessity of owning a radio?
• Additionally, to see more specific data, you can create a report on both years by following the steps for running a report as shown in the demo video in the Help section of the website.

**Ex. 9 – The Industrial Revolution – a period of rapid industrialization at the end of the 19th century and beginning of the 20th century - had influenced labor productivity, a move from farm-based labor to factory-based labor, the migration of rural populations to the city, and education. You are going to use Social Explorer to look at the correlation between industrialization and literacy rates across the United States.

• Click here. You are looking at a slide show of change in literacy rates between 1870, 1900, 1910, and 1930. Note that we are looking at % Illiterate age 10+.
• What patterns do you observe?
• Give an example of an area (city, state, or region) that shows a large increase in literacy rates between 1870 and 1930.
• Give an example of an area (city, state, or region) that appears to have experienced a small or no increase in literacy rates.
• If you wish to get a closer look within a state or region, click the Zoom In tool (the small magnifying glass at the top of the map view with a plus sign in it), and then click the area on the map you wish to examine.
• What factors do you think may have contributed to either the increase or stagnation of literacy rates in certain areas?

Ex. 10 – For this exercise you are going to create three maps for the years 1870, 1900, and 1930 to look at the rise in % urban population across the same period of industrialization as we discussed in the previous activity.

• From the home page (Click here) click on the Maps tab on the top tool bar.
• Click on the Census 1790—2007 link under United States Census Demographic Maps.
• Once on the main map page, select the 1870 Census from the map drop-down menu.
• Select the category Population from the category drop-down menu, and the variable % Urban Population from the variable drop-down menu below it.
• Click on the first box in the slide show tool to save the current map. These maps will become slides for your own slide-show.
• Follow the same steps to create snapshots of the 1900 and 1930 Census maps. Save both of these maps to the second and third slide in the slide show tool.
• What patterns do you see across these three years? How does this relate to the rise in industrialism.
• Consider what effects this might have had on the household structure as people moved from farm families to urban dwellings.

Ex. 11 – This exercise is based on the “In the Times” feature, “Amazing +: Driven to Excel…” Using Social Explorer, see how the percent of college educated women rose between 1970 to 2000 by creating a slideshow of this information.*

• Follow this link to the main map page of Social Explorer. Click here
• Click on the Census 1790—2007 link under United States Census Demographic Maps.
• By default you are looking at the 2000 Census Tract map. Change the map view in the map drop-down menu to the 1970 Census.
• In the category drop-down menu, select Education
• In the variable drop-down menu, select % Female: Bachelors Degree.
• Once the map has generated, click on the first slide of the slideshow tool to save the map.
• Follow the same steps for the 1980, 1990, and 2000 Census maps. Save each map to a corresponding slide on the slideshow bar.
• Does it appear that the % of college-educated women in the United States went up between 1970 and 2000?
• Zooming in can give you a closer look at this change. In the 1970 Census view, locate your address or an address of your choice on the map by using the tool at the top of the map view.
• Select your address and click OK. Once this point has been located on the map, select the next available slide in the slide show tool, to save this map.
• Change the Census Tract in the drop-down menu to look at subsequent years – 1980, 1990, and 2000 - in your area. Save each map to the next slide on the slide-show tool.
• Does it appear that the % of college-educated women went up in your neighborhood between 1970 and 2000?
• You can watch the slideshow you just created by clicking the Play button on the right hand side of the slide show bar. (You can also control the speed at which the slides rotate by moving the speed bar backwards or forwards.)
• Finally, you can save this slideshow by going to “File,” clicking “Save As” and then naming the slideshow % College Educated Women 1970-2000.

**To learn more about the slideshow tool and how it functions, go to the Help tab in the top menu and click on the “Working with Slideshows” link under the Map field in the left hand menu. There you can watch instructional videos on creating and viewing a slide show.

*this would require a new variable to be added to the Education field for 1970, 1980, and 1990 – a breakdown by gender

Ex. 12 – In addition to educational attainment for women, occupational roles have changed over the years as well. For this exercise, you are going to run a report on leadership roles in the workforce for men and women in 1970 and 2000.* Running a report will allow you to look at the exact percentage of management positions held by women and men in these two Census years.

• From the homepage (Click here) click on the Reports tab on the top menu.
• In the left hand menu, choose the Census 1970 Reports link.
• You must first select a geographic type. By default, the Nation setting is selected. Highlight the United States in the second field and click the Add button to add this geography to the Current Geography Selections field.
• Then, change the geographic type in the first drop down to State and in the list below, select your home state or a state of your choice. Highlight the state and click the Add button to add this geography to the Current Geography Selections field.
• This report will show you information for the United States as a whole and for the specific state you have selected
• Click the Next button. You are now in the Tables tab where you can select the information that you want to report on.
• Select the T61 and T62 tables (Occupation for Male/Female Employed Civilian Population 16 and over) and click the Add button to bring them down to your selected field.
• Finally, click the Show Results button and your report will generate.
• What is the percent difference of males in managerial positions versus females in 1970?
• Is the difference larger or smaller between men and women in managerial positions in your home state compared to the country as a whole? Is the percent difference larger or smaller than you imagined?
• Run a similar report on the Census 2000 Reports, following the same steps.
• How has the percentage of women in managerial roles changed between 1970 and 2000 in the United States and in your home state?

*this will require an additional category to be added, Occupation by Sex for the 1970 Census Tract.

Ex. 13 – There are certain patterns of privilege in terms of income, based on ethnicity and gender. In your neighborhood, see what the breakdown of median household income is between different races and between men and women for the 2000 Census.

• From the default Map view (Click here) select the category Income from the category drop-down menu.
• From the variable drop-down menu, select Median Household Income
• Using the tool, type in your address or an address of your choice.
• Note the general median household income breakdown in your area by referring to the map key on the right side of the map.  (You may want to use the “Zoom In” tool to get a closer look at your address.)
• Based on the colorations, does it appear to be a low, middle, or upper class area?  (define the $ cutoffs for these groups?)
• Change the variable in the third drop-down menu to White Media HH Income (located under the Median HH Income by Race heading). If you wish to save this map, you can click on the first slide of the slide show tool.
• Then, change the variable to see a breakdown by other races: Black, Asian, Hispanic or Latino.
• What do the results show you about the area’s median household income sorted by race?
• What patterns are predictable? What patterns are less predictable? Give an example.
• Now change the variable in the variable drop-down menu to Male Median Earnings: Full Time (located under the Median Earnings by Sex heading). You can save this map to the slideshow tool.
• Then, look at the Female Median Earnings: Full Time.
• What kind of pattern do you see for median household income between men and women? Are these results predictable? Why or why not?

Ex. 14 – Just as with other minority groups, same-sex unmarried partners are often concentrated in specific regions of the country, towns or cities, and areas within cities. For this exercise, you are going to look at same sex unmarried partners in specific urban areas and in your own city to see trends in the distribution of this population.

• Take a look at this map of San Francisco for the 2000 Census Tract.Click here. You are looking at % Unmarried Partner Households.
• Change the variable in the drop-down menu (the third drop-down) to % Same Sex Unmarried Partners.
• Notice the concentration of same-sex partners in certain areas within and around the city.
• Now look more closely at this population by selecting the variables Male/Male Unmarried Partners and Female/Female Unmarried Partners.
• Which group seems to have a higher population?
• Use the tool to locate your own city (e.g. Los Angeles city)
• Once you are zoomed in to this area, look at the variables Male/Male Unmarried Partners and Female/Female Unmarried Partners to compare the patterns of distribution.
• Do you notice a concentration of Male/Male Unmarried Partners or Female/Female Unmarried partners in certain areas within the city? If you know what those areas are, you can use their names (e.g. downtown, a specific suburb, or farm area).
• Why do you think same sex partners are concentrated in these areas? Are you surprised by the results?

Ex. 15 – The population within prisons says a lot about our society. The racial and gender breakdowns within correctional institutions often correlate with other variables like poverty and education. You are going to examine two prisons to see how the population relates to the surrounding area and other social variables.

• Look at the map of the Riker’s Island Prison in New York City. Click here. The area outlined in yellow is the prison.
• You are going to run a report on the population in this prison facility. Click on the button at the top of the map.
• From the drop-down menu in the pop-up, select Comprehensive to run a comprehensive report on this area
• Select the “points” option and click okay.
• When you return to the map view, click to put a point in the middle of the Riker’s Island area.
• Select the option Make Report from the right hand side of the map view. The report will generate automatically and open up a new window in your browser.
• Looking at the report, what do you notice about the racial composition of the different areas?
• Do the racial breakdowns for the prison match? the racial breakdowns in the city area or neighborhood
• What other breakdowns do you see on the report in terms of education and income levels?

Ex. 16 - FOLLOW-UP ACTIVITY: As a second example, take a look at San Quentin Penitentiary in California.

• Click here. You are looking at a map showing the % of Black people. The center of the prison is the area outlined in gray.
• What do you immediately notice about the prison compared to the surrounding areas?
• Following the steps from the previous exercise, run a report on the population in this prison facility.
• What kind of racial breakdowns do you notice in the prison?
• Looking at the map and based on the colorations in the key on the right-hand side of the map, how do the racial breakdowns for the prison compare to the racial breakdowns in the city area or neighborhood?

Ex. 17 – How diverse is your university? With Social Explorer, you can visualize social stratification in Colleges and Universities in the United States. By looking at data maps of your own university, draw conclusions on how diverse the student population is.

• On the default 2000 Census Tract map view (Click here), locate your university by clicking on the tool and typing in the address of your campus.    * From the second drop-down menu, select the Race category
• Using the options in the third drop-down menu, map the different variables - %Black, %White, %Asian, %Hispanic, etc. (You can save any of these maps to the slideshow tool by clicking on the individual slides.)
• Which groups dominate the university population.
• Create a report on the area to see exact figures. Click on the button at the top of the map and select the Race report from the drop-down.
• Make a point on the map by clicking on the area of your university campus.  (You might want to zoom in.)
• Select the Make Report option in the right-hand menu.
• What kind of specific data do you see for racial breakdown at your university? Is this data surprising to you?
• Did you expect your university to be more or less diverse in terms of race? What population seems to dominate? What population is least represented in the data?  What factors might influence these numbers (e.g. size of the school and whether or not students live on campus)?

Ex. 18 – Levels of poverty across the country are constantly changing. Also, poverty is relative based on where we live and therefore without looking at data, it can be difficult to assess whether the percentage of people in poverty has gone up or down. In this activity, you are going to examine how poverty levels have changed from 1970 to 2000.

• Do you think poverty levels went up or down between 1970 and 2000?
• (Click here), You are looking at a map of the 1970 Census Tract.
• Select the category Poverty in the category drop-down menu (the second drop-down)
• In the variable drop-down menu (the third drop-down), select % Living in Poverty.
• Save this map to the slideshow tool by clicking on the first slide box in the tool bar.
• Map the same results for the 2000 Census Tract.
• Save this map to the second slide box in the slide-show tool.
• Does it appear that poverty levels, for the United States, have gone up or down between 1970 and 2000)?

Ex. 19 - FOLLOW-UP ACTIVITY: Take a look at poverty levels in your own city for the 1970 and 2000 Census Tracts.

• Go back to the 1970 Census Tract map.
• Click on the tool at the top of the map view and type in your city (e.g. Los Angeles city).
• Once you have selected your city and mapped this point, save the map to the third box of the slideshow tool.
• Now look at the 2000 Census Tract map. (In the drop-down menu (the first drop-down) change the map to the 2000 Census Tract.)
• You can save this map to the fourth box in the slideshow tool.
• How have poverty levels in your city changed between 1970 and 2000? Have they gone up? down? remained the same?
• Are you surprised by these results?

Ex. 20 – When we talk about the poor we often overlook the specific subgroups?? that make up this population. For this exercise we are going to see who the poor are. Focus on your neighborhood or an area of your choice to see in what racial, gender, and age categories poverty is pronounced and between which categories you see a high correlation.

• Click here. You are looking at the 2000 Census Tract map view.
• Using the tool, locate your address or an address of your choice on the map. Once zoomed into this area, select the category Poverty from the category drop-down menu.
• Test the different variables in the third drop-down menu by Age, Race, and Gender.*  (You can save any of the maps to the slideshow tool by clicking on one of the slide boxes.)
• What ages, races, or genders are most prominent within the population living in poverty? What populations appear to be the poorest?
• Do you notice any correlations between age, gender and race?

*this would require an additional variable to be added for just % Male Living in Poverty and %Female Living in Poverty

Ex. 21 – The positions men and women hold in the professional world tells us a lot about gender stratification – that is the lack of equality in the distribution of wealth, power and privilege between men and women. For this exercise, you will look at the different occupations held by the two sexes and what this reveals about their roles in society.

• Looking at the 2000 Census Tract (Click here), select the category Occupation by Sex.
• Examine the different variables in the third drop-down menu, broken out by % Male and % Female. (You can save any of these maps to the slideshow tool by clicking on the individual slides.)
• Which occupational sectors seem to be largely populated by women? Give an example. Why do you think more women occupy this sector?
• Which occupational sectors seem to be largely populated by men? Give an example. Why do you think more men occupy this sector?
• What do these results suggest about the distribution of wealth, power, and privilege between men and women?

Ex. 22 – Between different races of women you can also see patterns of inequality.

• Click here to look at a map of Chicago in the 2000 Census Tract of Female Median Earnings: Full Time.  Click here
• Change the variables under Median Earnings by Race and Sex* in the female variables to examine the change in median earnings based on race between women.
• You can save each of the variable maps to the slideshow tool
• Does median income vary between women of different races?  By how much?
• Does it appear that the difference in income between different races of women is significant?

*This is a new variable that needs to be added to the category, Income for the 2000 Census Tract – a breakdown by race and sex.

Ex. 23 – Examine the melting-pot theory - an analogy in which people of different cultures, races and religions are combined to develop a multi-ethnic society. How have specific, racially-dominated communities become more diverse over the years?

• From the 2000 Census Tract map view (Click here), use the tool to locate your county (e.g. Los Angeles).
• For the purpose of this activity, you are going to compare three racial variables: %Black; %Asian; and %Hispanic. (While these are blanket terms for more specific cultures, they will help us to visualize racial “mixing.”)
• In the category drop-down menu, select Race. In the variable drop-down menu, select % Black. (You can save this map by clicking on the first slide of the slideshow tool.)
• Next look at the variables % Asian and %Hispanic and save these two maps to the slideshow tool.
• Then, in the first drop-down menu, select the 1980 Census Tract map. Look at the same category and variables, saving the three maps to the slideshow tool.
• Has the diversity in your county increased or decreased between 1980 and 2000?
• What parts of the county best demonstrate the melting-pot theory? You can name these areas (e.g. downtown, a specific suburb, or farm area).

Ex. 24 – When we talk about the sociology of Black Separatism we must examine the topic of slavery. For this exercise, you are going to look at the spread of slavery in the early United States from 1790 to 1860.

• Look at this slideshow of %Slave Population from 1790 to 1860. Click here.
• You can play the slideshow by clicking the play button down in the right-hand side of the slideshow bar. (You can also slow down or speed up the slide-show by moving the marker on the speed bar backwards or forwards.)
• How does the slave population appear to change over time?
• In what areas does slavery remain the longest? Give an example (e.g. region or state).
• In what areas do you see slavery begin to disappear? Give an example.
• Then, in the map drop-down menu, select the 1790 Census.
• Change the variable in the third drop-down menu to % Slave of Nonwhite Population to see the percentage of the nonwhite population that were slaves.
• Are you surprised by this information? Did you expect there to be a greater or smaller percentage of the nonwhite population in slavery?

Ex. 25 – In the U.S., we continue to see the disparity between White and Black populations in factors like income and education. For this exercise, you are going to create a report showing the differences in dropout rates among white and black high school students in the United States as a whole and in your own state.

• Go to the reports tab on the top menu.
• In the left hand menu, choose the Census 2000 Reports link
• You will be prompted to select a geographic type. By default, the Nation is selected. Highlight the United States in the second field and click the Add button to add this geography to the Current Geography Selections field.
• To include another area, change the geographic type in the first drop down to State, and in the second drop down menu, select your home state. Highlight the state and click the Add button to add this geography to the Current Geography Selections field.
• Click the Next button
• You are now in the Tables tab where you can select the variable(s) that you want to report on.
• Scroll down to the tables named School Dropout Rate For The Population 16 To 19 Years (White Alone) and School Dropout Rate For The Population 16 To 19 Years (Black or African American Alone).
• Highlight both tables by pressing shift while clicking on them and click the Add button to bring them down to the selected field.  (You may also add them one at a time.)
• Finally, click the Show Results button and your report will be generated showing data for the United States and the specific state that you selected.
• Looking at the report showing School Dropout rates for high school students for both white and black populations, what difference in percentage do you see?
• What could the higher percentage of dropout rates for black or African American students tell us about their position in society both economically and socially?

Ex. 26 – The population of Native Americans in the United States began to dissipate as settlers continued to move west, displaced the indigenous populations and reduced their territory. For this exercise, you are going to map the shrinking population of Native Americans from 1860 to 1890.

• Look at this map of the 1860 Census. Click here.
• The category is set, by default to Population. You are going to be looking at the category, Race, for this exercise, so change the second drop-down menu to Race.
• From the third drop-down menu, select %American Indian (enumerated Indians only) variable. Save this map to the slideshow tool.
• To look at the following census year, 1870, change the first map drop-down menu to the 1870 Census. Save this map to the second slide of the slide show tool
• Follow the same steps for the years1880 and 1890, and save each slide to the slideshow tool.
• To start the slideshow, click the play button in the right-hand side of the slideshow bar. (You can slow down or speed up the slide show by moving the tab backwards or forwards on the speed bar.)
• What state or region had the most movement of the Native American population?

**we need to make a note for this exercise that there are discrepancies between the years in the data because of how Native Americans were tabulated

Ex. 27 – When we talk about the “graying of the United States,” we are looking at the change in life expectancy for men and women over a period of time. We will look at four reports, for 1970, 1980, 1990, and 2000 to see how the percentage of men and women over the age of 65 has increased or decreased.

• From the homepage (Click here), click on the Reports tab on the top menu
• In the left hand menu, choose the Census 1970 Reports link
• You must first select a geographic type. By default, the Nation setting is selected. Highlight the United States in the second field and click the Add button to add it to the Current Geography Selections field.
• Then, change the geographic type in the first drop down to County. This will give you a list of states. Select your state and then select your county from the list below.
• Highlight your county or a county of your choice and click the Add button to add this geography to the Current Geography Selections field. With these selections, the report will show you information for the United States as a whole and for the specific county you have selected.
• Click the Next button
• You are now in the Report tab where you can select the information you want to report on. Select Age and click the Add button.  Then click the Show Result button to generate the report.
• Follow the same steps for 1980, 1990, and 2000. Each report will generate and open a new window in your browser.  (The report menu options may vary slightly between census years.)
• If you look at the population 65 and over, what patterns do you see in life expectancy between 1970 and 2000?
• In what year is the percent of the population 65 and over the greatest for the United States? Is it also the greatest in this year for your county?
• In which year is the percent of the population 65 and over the smallest for the United States and for your county?

Ex. 28 – The rate of unemployment is one of the key measures we use to gauge the state of our economy. Certain communities and individuals are affected by the rise and fall of unemployment rates more than others. For this activity you are going to look at the change in unemployment between 1980 and 2000 in the United States and in your local community.

• Click here. You are looking at a map of Unemployment from the 1980 Census Tract data. Which areas seem to show high percentages of unemployment?
• Now locate your home city or a city of your choice by clicking on the tool and typing in your city name and state (e.g. San Diego, CA). Once you have selected your city from the list, click OK. You will be directed to this location on the map.
• To get a more specific look at the percentage of unemployment for your home city and the country as a whole, create a report by clicking on the button at the top of the map view.
• From the drop-down menu, select the Employment report. Click OK to make a point on the map in your home city.
• Once you have made a point on your home city, click the Make Report option in the right-hand menu. Your report will generate in a new browser window.
• Look at the percentage of Unemployed for your home city and compare it to the percentage of unemployment for the United States. Is the percentage of unemployment higher or lower than the percentage for the country as a whole?
• Go back to the map window and generate a second map for the 2000 Census Tract by changing the year in the first drop-down menu. In the second drop-down menu, select the category Unemployment.
• You should still be in the zoomed in view for your home city. To zoom out and look at the country as a whole, click the Initial View button at the top of the map view.
• Run a report on the 2000 Census map by following the same steps you used for the 1980 map and report.
• Looking at the results for the 2000 Census Tract, how does your home city % of unemployment compare to the United States as a whole?
• Is the unemployment rate in the United States better or worse in 2000 than in 1980? What about in your home city?

Ex. 29 – Unemployment rates tend to be higher within certain populations. Race is one variable that has an effect on employment and is more pronounced in certain cities across the United States. Using Social Explorer, you will run a report comparing the percentage of unemployed Whites to the percentage of unemployed Blacks in the city of Cleveland.

• Go to the Reports tab at the top of the screen and select the Census 2000 Reports in the left-hand menu.
• The United States is already selected.  Highlight it and click the Add button to add it to the Current Geography Selections field.
• Then, under the geographic type drop-down menu, select Place. Choose Ohio from the State drop-down, and finally select Cleveland city, Ohio from under the geographic areas menu.
• Click the Next button. In the Table tab, scroll down and select the T53 and T54 tables (Employment/Unemployment Status for the Population 16 Years and over [White alone] and Employment/Unemployment Status for the Population 16 Years and over [Black or African American alone]) and click the Add button to add them to the Current Table Selections field.  (You may hold the shift key while clicking the two tables to add them together, or you may add them individually.
• Click the Show Result button to generate the report.
• Compare the % of unemployed White population to the % of unemployed Black population. Which population has a higher percentage of unemployment in Cleveland? By how much?
• Is this higher or lower than you would have expected? How does this compare with the percentages for the United States as a whole?

Ex. 30 – The rise in the Hispanic population in the South Western United States has reshaped the cultural landscape of many areas. For this exercise, you are going to look at the change in the Hispanic population between 1970 and 2000 in Echo Park – a Latino community in central Los Angeles.

• Click here. You are looking at a map of % Hispanic population in Echo Park, Los Angeles, for the 2000 Census Tract.
• Create a report using this data to see the exact percentage breakdown by race.  Which kind of report?  (might need more detailed steps here)
• Look at the same data for the 1970 Census Tract. Select the Race category from the second drop-down menu and the % Hispanic variable from the third drop-down menu.
• Following the same directions as before, create a report on the 1970 Census Tract map to look at exact percentages of population by race for this area.
• Has the Hispanic population increased or decreased in Echo Park between 1970 and 2000? By how much?
• Go back to the 2000 Census Tract map and select the category Education. Select the variable % Hispanic HS Dropout (Age 16-19)
• Looking at this map, what does this tell you about the educational attainment for the Hispanic population in the Echo Park neighborhood?

Ex. 31 – Where are divorce rates highest and lowest in the United States? Take a look at two major cities and at your own city to compare divorce rates in the populations.

• Look at this report comparing Marital Status for the United States, Boston, MA, and Las Vegas, NV, for the year 2000. Click here
• Look at the percentage of the population who is divorced (in the last row). Compare the % of divorced people in Boston and Las Vegas to the percent for the entire United States?
• Why do you think divorce rates in these two cities are higher or lower than the national rate?
• Now look at your home city. Go to the Reports tab at the top of the screen. Select the United States Geography and click the Add button to bring it down to the Current Geography Selections field.
• Then to add your own city, select the Place option in the Select geographic type drop-down menu. Select your home state (or a state of your choice) and from the list, select your city.
• Click the Add button to add tot the Current Geography Selections field.
• Click the Next button to go the reports/tables tab.
• In the tables list, select T24 table – Marital Status for The Population 15 Years and Over and click the Add button to bring down to the Current Table Selections field
• Click the Show Results button
• How does your home city compare, in terms of divorce rate, to the United States as a whole? Is it higher or lower than Boston and/or Las Vegas?  Are you surprised?

Ex. 32 – Examine Family Structure in your neighborhood. Look at single-parent families headed by each sex, and see what other factors are coupled with being a single parent.

• Click here. You are looking at the default view – the 2000 Census Tract. Change the category to Family Structure and the variable to %Single Parent.
• Locate your city on the map by clicking the tool and typing in your home address or an address of your choice. Select your address from the list of choices and click OK to map this point
• Do there appear to be a lot of Single Parent families in your neighborhood? Based on your knowledge of this area, are there more nuclear families (standard two-parent families)? What might contribute to the high or low level of single-parent families in your neighborhood?
• Change the variable to %Single Parent: Male. (You can save this map to the slideshow tool by clicking on the first slide below.)
• Now change the variable to %Single Parent: Female. (You can save this map to the slideshow tool by clicking on the second slide.)
• What difference do you see between single male parents and single female parents in your neighborhood?
• Where are single female parents concentrated? If you need to pan out to get a clearer view of the surrounding areas, click the zoom out tool (the small magnifying glass with a - sign in it) and click on the area.
• What factors in these areas may contribute to a higher percentage of single female parents?
• Change the category to Poverty and the variable to % In Poverty Female, With Kids, Husband Not Present.
• Looking at the map, do the same areas contain a high percentage of poverty? What correlation have we found?

*for this activity it would be useful to have a variable for Single Parent Households broken out by race as well as by sex

Ex. 33 – For this exercise you are going to use two different map sets to look at Evangelical Protestants in the South, as well as Poverty levels among Blacks and Whites, to test Social-Conflict Analysis – the idea that religion and social inequality are linked.

• Click here. You are looking at the Religion, 2000 map of Evangelical Protestants in the Southern United States.
• As you can see, there is a heavy concentration of Evangelical Protestants in this part of the country.
• Click the first slide in the slideshow tool to save this map.
• In the first drop-down menu, select the 2000 Census Tract map. Change the category to Poverty and the variable to % White Income Below Poverty Level. (You can save this map to the slideshow tool by clicking on the second slide.)
• Now look at the variable % Black Income Below Poverty Level.  (You can also save this map to the slideshow tool.)
• Does there appear to be a higher percentage of black people in the so-called “Bible Belt” living in poverty or white people? Do you think this information would support the Social-Conflict Analysis?

Ex. 34 – Look at religion breakdown in your neighborhood. Run a report to see what religious groups are dominant in your area.

• Click here.. You are looking at the Religion, 2000 map. The current default view is showing us % Adherents (adjusted) – in other words, the percentage of people in the United States who adhere to a religion.
• To locate your neighborhood on the map, click the tool and type in your home address or an address of your choice. Select your address from the list and click OK to map this point.
• In the second drop-down menu, select the category Major Religious Groups. By default you are looking at the percentage of Catholics in your neighborhood.
• In the third drop-down menu, look at the other major religious groups. You can save any of these maps by clicking on a slide in the slide show tool.
• To see a more precise breakdown of religious groups in your neighborhood, create a report.
• Click the button at the top of the map view. Select the Religion Year 2000 - County, State, and US data option from the drop-down menu. (The religion maps only report down to the county level, not specific neighborhoods.)
• Make a point on the map in your neighborhood and click the Make Report option in the right-hand menu. (Your report will generate in a new window in your browser.)
• Look at the Adherence Rate - % of Population data for all religions and for each of the major religions for the County, State and US as a whole. What is the predominant religious group in your home county? Does this make sense based on the ethnic communities in your neighborhood?

Ex. 35 - The scope of your education is determined by many different factors, one of which is where you attend school. For this exercise, you are going to look at drop-out rates in an inner-city area versus the entire county to see where more children, aged 16-19, do not complete their high school education.

• Click here. You are looking at the main reports page in the Reports tab. From the left-hand menu bar, please select the Census 2000 Reports option.
• Under the Select Geographic Types drop-down menu, choose the County option. First, you must select the State which the County is in. Select Maryland. (You are going to be looking at Baltimore – county and city.)
• From the County menu, select Baltimore County, Maryland.
• Highlight this choice and click the Add button to bring down to the Current Geography Selections area.
• To add the city data, go to the first drop-down menu and select the Place option. Select Maryland from under the state option and Select Baltimore City, Maryland from the list below.
• Highlight this choice and click the Add button to bring it down to the Current Geography Selections area.
• Click the next button to select tables on the following page.
• Press the Shift button and click on tables T33, T34, and T35 to select School Dropout Rate for the Population 16-19 years as a whole and School Dropout Rate for the Population 16-19 years for the White and Black populations.
• Click the Add button to bring all three tables down to the Current Table Selections area. Click the Show Results button to generate the report.
• Looking at the data, are school dropout rates higher in the city of Baltimore or the entire county?
• Is it a significant difference in percent? How about between dropout rates among White and Black high school students?
• Next, you are going to create the same report for you hometown.
• Follow the same steps but select your home city and county. Is the outcome the same? Are high school dropout rates higher in the city area or in the entire county? Are you surprised by the results?

Ex. 36 – As you may have learned, Affirmative Action is a set of policies that consider race, ethnicity, or gender in order to promote equal opportunities in education, employment, and public health. For this exercise, you are going to examine the effects of Affirmative Action on education in different populations of race between 1970 and 2000 in the U.S. and your home state.

• Click here. You are in the Reports Section.
• Select the Census 1970 Reports.
• By default, the Nation has been selected. Click on the United States and click the Add button to move this selection down to the Current Geography Selections field.
• To add your home state, select the State option, find your state in the list below, select it and click the Add button to move it down the Current Geography Selections field.
• Click Next to go to the report tab. Select the Education report and click Show Results.
• Look at the information under the headings Highest Level Attained by Race and Highest Level Attained by Hispanic Status.
• Compare the data shown for the United States with the data for your home state. Specifically look at the College level attainment rates.
• Compare the data shown between Whites, Blacks, and Hispanics. Does there appear to be significant differences in percentages of White, Black and Hispanic college graduates?
• You can export this report to Excel by clicking on the Excel Spreadsheet link at the top of the report. This will allow you to customize the organization of the data and save the report for further use.
• Go back to the Reports section by clicking on the Reports tab at the top of the screen.
• Select the Census 2000 Reports link. Follow the same steps from the previous report, choosing the United States and your home state as geography selections.
• In the tables tab, select the table Educational Attainment for Population 25 Years and Over by Race**
• In the third drop-down menu, select the variable Attainment by Race**.
• Click Show Results. Look at the data for educational attainment for White, Black and Hispanic populations.
• Compare the results for the United States with the results for your state. How does your state compare in terms of the level of education received?
• You can export this report by clicking the Excel tab at the top of the report view. Select the appropriate version of Excel to download and save it to your computer or server. This will allow you to customize the organization of the data and save the report for further use.
• Compare both reports from 1970 and 2000. Based on the data, have levels of educational attainment increased over this period? Is the increase greater or smaller than you would have expected?
• What can this information tell us about the success or failure of Affirmative Action?

** This requires a new table/variable to be added for Attainment by Race for the 2000 Census Tracts

Ex 37 – This exercise is based on the article, “Miami – The Controversy over Language” (Henslin, pp. 45). Looking at the Latin American population in Miami, you will examine their level of assimilation and educational attainment.

• Follow this link to the main Map page of Social Explorer. You are on the 2000 Census Tract map.  Click here.
• Using the tool, search for Miami City and select the first option from the list. Click OK to locate this point on the map.
• In the category drop-down menu (the second drop-down on the right), scroll to the bottom of the list and select the Foreign Born Place of Birth (Percent).
• In the variable drop-down menu (the third drop-down), select the variable %Americas: Latin America
• Note the high percentage of foreign born population from Latin America.
• Change the category in the category drop-down menu to Foreign Born. Look at the variables under the heading By Year Entered.
• Does it seem that a higher percentage of the foreign born population entered the United States in recent years?
• Now look at Educational Attainment for the Hispanic population.
• In the category drop-down menu (the second drop-down) select the Education category.
• In the variable drop-down menu (the third drop-down) select the variable Attainment by Race**
• How high does the educational attainment for the Hispanic population seem?  (Compare to white or overall number??)
• How might the level of education relate to the high percentage of foreign born Latin Americans?
• How might this relate to the high percentage of the foreign born population who entered the United States after 1995?
• How does the visual data provide an explanation for the high number of Miami residents who have trouble speaking English, as revealed in the article?

** This requires a new table/variable to be added for Attainment by Race for the 2000 Census Tracts

Ex. 38 – Certain cities in the United States have experienced significant population growth in recent years. Other cities are progressively shrinking. For this exercise, you will take a look at two cities that have experienced a change in population.

• Click here. What information is being displayed in this slideshow? To view the slideshow in action, click the play icon to the right of the slideshow view.
• What patterns do you see in terms of population density over the three years shown?
• Does the city of Pittsburgh appear to have grown or shrunk in population between 1970 and 2000?
• Click here. You are looking at the same information from the previous slideshow, for the city of Las Vegas.
• Based on the three maps from 1970, 1990, and 2000, what populaton density patterns do you see for the city of Las Vegas?
• Does the population appear to have grown or shrunk between 1970 and 2000?
• Now, you are going to create a similar slideshow for your home city.
• From the homepage of Social Explorer, click on the Maps tab at the top of the page. Select the Census 1790 – 2007 link located at the top of the page.
• Under the map drop-down menu (the first drop-down) on the right, select the 1970 Census Tract map.
• In the category drop-down menu (the second drop-down), select the Population category
• In the variable drop-down menu (the third drop-down), select the Population Density per Sq. Mile variable.

Ex. 39 - FOLLOW-UP ACTIVITY: Is the population growing or shrinking in your own city? Based on the previous exercise, look at population patterns between 1970 and 2000.

• Go back to the 1970 Census Tract map
• Locate your home city on the map by clicking the tool at the top of the map view.
• Type in the name of your city (e.g. Los Angeles City).
• Once you have located your home city (or a city of your choice) on the map, save this map to the slideshow tool by clicking on the first slide box at the bottom of the screen.
• Then, change the map to the 1990 Census Tract. Save this map to the slideshow tool by clicking on the second slide box at the bottom of the screen.
• Finally, look at the 2000 Census Tract and save this map to the third box in the slideshow tool.
• You can play your slideshow by clicking the play icon in the right side of the slideshow tool bar. With the speed bar, you can increase or decrease the pace of the slideshow.
• What population density patterns do you see in your home city?
• Does your city appear to be shrinking or growing?

Ex. 40 – The emergence of suburbs in the 1950s changed the social landscape of the United States. Where people used to be categorized as country or city dwellers, residential communities began to develop causing a rise in Urban Decentralization. For this exercise, you will report on population growth between 1950 and 1960 in Westchester County, New York, one of the country’s earliest suburbs

• From the main page of Social Explorer, click on the Reports tab at the top of the screen.
• Click on the Census 1950 Reports link in the left-hand menu.
• In the geographic type drop-down menu, select the County option
• Select New York under the State drop-down menu
• From the list of counties, select Westchester County and click the Add button to bring your selection down to the Current Geography Selections field
• Click the Next button to go to the report tab
• Select the Comprehensive Report option and click Show Results to generate your report.
• Once your report has been generated, save it by clicking on the Excel Spreadsheet link at the top of the report. This way, you can customize the organization of the data and/or save the report to your computer.
• Pull the same report but for 1960. Click on the Reports tab at the top of the screen to go back to the main page of the Reports section
• Select the Census 1960 Reports link.
• Follow the same as steps as before, pulling a comprehensive report on Westchester County, New York.
• Export this report by clicking on the Excel Spreadsheet link at the top of the report.
• Looking at both reports, from 1950 and 1960, what change in population do you see between the two years?
• Does this seem like a significant increase in population?

Ex. 41 – For most of the 20th century, rural areas have been marked by a consistent decline in population. However, in the 1990s there was a sudden move to small towns, mainly by families in the interest of raising their children in the country rather than steadily degenerating urban areas. This period was coined The Rural Rebound. Take a look at the increase in rural population during this time.

• From the main page of Social Explorer, click on the Reports tab at the top of the screen.
• Select the Census 1990 Reports link.
• The United States has already been selected for you. Click on it and click the add button to bring this down to the Current Geography Selections field.
• Select State in the first drop-down menu. Find your home state in the list and click the add button to move down to the Current Geography Selections field
• You are going to see how significant The Rural Rebound was on a national level as well as in your own State.
• Click the next button to select the tables for your report.
• Highlight the table Urban and Rural** and click the add button to bring your selection down to the Current Table Selections field.
• Click the Show Results button to generate your report.
• Note the percentage of the population living in rural areas in the United States as a whole and in your own State.
• You can export this information by clicking on the Excel Spreadsheet link at the top of the report.
• Run the same report for the year 2000. Follow the same steps as before, selecting the United States, your own State and the Urban and Rural table.
• Compare the percentage of the population living in rural areas for the Untied States between 1990 and 2000. Is the percentage greater, smaller, or relatively the same?
• What about for your own State? Are you surprised by the results?

** A new variable will need to be added to the 1990 Census Tract for %Urban and %Rural population. A table will then need to be added in the Census 1990 Reports.

Ex. 42 – Gentrification is the process of improving the living conditions of inner-city neighborhoods by making renovations or building small businesses that displace low economic-status occupants with higher-income people. Often times property owners or landlords deliberately raise prices to shift the demographic of the area. For this exercise, you are going to look at gentrification in Harlem — a historically Black neighborhood in New York City. You will examine the process of displacement between 1980 and 2000 to see the shift in population.

• Click here. You are looking at a map of % White population in the Harlem area for the 1980 Census Tract. Note that Harlem spans from the East River all the way west to the Hudson River between 159th street and a relatively undefined border along the south.
• For the purpose of this exercise, you are going to focus on the even numbered tracts that run through the central part of the neighborhood (Tracts 218-234)
• Remember, you can save this map to the slide-show tool by clicking on the first slide box in the tool bar.
• Change the year to the 2000 Census Tract.
• Does it appear that the percentage of White population has gotten greater? Less? Remained the same?

Ex. 43 - Running a report will show you more complete and accurate information on the changing demographic in this neighborhood. As a follow up to the previous exercise, you will pull two reports, for the 1980 and 2000 Census on race and household income.

• Go to the Reports tab at the top of the page.
• In the left-hand menu, select the Census 1980 Reports link.
• Under the geographic type drop-down, select the Census Tract option
• In the State drop-down, select New York and select New York county under the County drop-down
• In the list of Census Tracts, select the even numbered tracts 218 to 234 (this will cover the central part of Harlem). You can highlight multiple tracts at once by holding down the CTRL button on your key board.
• Click the Add button to move your selected tracts down to the Current Geography Selections field.
• Click Next. Select the tables tab to choose the specific variables you would like to report on.
• Select the Race table and Income – Median Income table and click the Add button to move down to the Current Table Selections Field
• Click the Show Results button to run the report. You can export this information by clicking the Excel Spreadsheet link at the top of the report.
• Follow the same steps for the Census 2000 Report. In the tables tab, select the Race table and the Median Household Income (in 1999 dollars) table.
• Compare the percentage of Whites to Blacks in both years.
• How has this area shifted in terms of race between 1980 and 2000?
• Compare the median household income (both reported in 1999 dollars) between 1980 and 2000. Has the median household income increased? Decreased? Remained the same?
• How might the shift in median household income relate to the changing racial landscape in central Harlem between 1980 and 2000?

Ex. 44 – In the 1980s there was a noticeable increase in homelessness across the United States. A rise in the number of homeless people or families can be attributed to certain factors like unemployment rates, urban housing development failures, natural disasters, and the closing of mental institutions. For this exercise you are going to look for correlations between certain variables and the rise in homelessness during the 1980s.

• Click here. You are on the main page of the Reports tab. You are going to create two reports – for 1970 and 1980.
• First, select the Census 1970 Reports link. The United States has already been selected for you. Click the Add button to bring this geography down to the Current Geography Selections field.
• Click the Next button to go to the report and tables section.
• Under the tables tab, select the following tables: Poverty, Employment, and Group Quarters. Click the Add button to bring the selected tables down to the Current Table Selections field.
• You will be looking at the poverty level, unemployment rate, and percentage of people housed in mental hospitals in 1970.
• Click the Show Results button to run the report.
• Look at the percentages for Inmate of Mental Hospital, Unemployed, and Income Below Poverty Level**.
• You can export this report by clicking on the Excel Spreadsheet link at the top of the report. This will allow you to customize the order of the data and/or save the report.
• Follow the same steps for the Census 1980 Reports. You can also export this report to Excel if you want to save it or modify the organization of the data.
• Do you notice an increase or decrease in any or all of these variables between 1970 and 1980?
• How do you think the increase of unemployment and the decrease in the percentage of people housed in mental hospitals relates to the increase in poverty and/or homelessness?

Ex. 45 – Who owns the most expensive property in the United States? The possession of high value property can tell us a great deal about social stratification and who holds most of the money in society. Use Social Explorer to look at correlations between property values and other variables in one of the country’s most expensive areas.

• Click here. You are looking at a map of median house value (for owner occupied housing units) in Aspen, Colorado – a resort town that has some of the most expensive property in the United States.
• Based on the colorations in the key on the right-hand side of the map view, what is the median house value?
• Look at other variables for this area. In the category drop-down menu (the second drop-down), change the category to Race.
• In the variable drop-down menu (the third drop-down), look at the different race variables (%White, %Black, %Asian, etc.)
• What population is predominant in this area?
• Now look at other variables: Age and Sex.
• Look at the median age for residents in Aspen, Colorado.
• Look at gender breakdowns in this area as well.
• You can save any of these maps by clicking on a slide box in the slide-show tool
• What patterns do you notice in terms of age and gender? Generally speaking, what race, age, and gender are the property owners in this area?

Ex. 46 – Social class has noticeable affects on your health. Depending on economic conditions where you live, life expectancy can fluctuate significantly. The lower a person’s social standing, the more likely it is that they will die before a certain age. Based on the map “A Ride on the Washington DC Metro” (Henslin, front page foldout), run a report on the first stop – Anacostia – a low-income predominately African American neighborhood and the last stop – Bethesda – a luxury high-rise community just outside of the city to see the radical change in life expectancy that has been traced in this “hypothetical subway ride”

• Click here. You are looking at a map of Anacostia in Washington DC (Census Tract 74.01)
• Click on the button at the top of map view.
• Select the report by Age.
• Make a point on the map at Census Tract 74.01 and click the Make Report link in the right-hand box.
• The report will open a new window in your browser.
• Look at the different percentage breakdowns by age.
• Click here. You are looking at a map of Bethesda, Maryland (Census Tract 7048.01).
• Follow the same steps to create a report on age for this census tract.
• Compare the two reports and the percentage breakdown by age.
• Are the differences in life expectancy noticeable between the two areas? Are you surprised by the results?

Ex. 47 – As a follow-up to the previous activity, you are going to create a “hypothetical subway ride” of your own! You can choose to create a map of your own city or another city of your choice though you should pick an area you are familiar with.

• Follow this link to the main Map page of Social Explorer. You are on the 2000 Census Tract map. Click here.
• Locate your city on the map by clicking on the tool at the top of the map view. Type in the name of your city (e.g. Los Angeles city).
• Once this point has been located on the map, you will need to select 7 points within the city. Make sure to select points that run through various parts of the city and surrounding suburbs, highlighting neighborhoods that are go from very poor to very wealthy.
• If your city has a public transportation system, you can map areas within the vicinity of stops along a particular route or routes.
• Use the pan tool – the small circle with a hand in it – to move around the area so you can locate and zoom in on specific census tracts.
• Create a slide-show of these points by saving each map to a slide box in the slide-show tool.
• Finally, as you looked at in the previous exercise, run a report for the starting (poorest) and ending (wealthiest) points on your subway ride.
• Follow the same steps as before comparing percentage breakdown by age to see if the change in life expectancy is noticeable between the two areas.
• Did you find that life expectancy was higher in the wealthiest area? Were the percentage differences as noticeable as they were in the Washington DC example?

Ex. 48 - Global Warming has led to greater concerns about the effects of modern, industrialized societies on the environment. In certain parts of the United States, levels of carbon emissions and pollution are much higher. Using Social Explorer, look at Carbon release data for 2002 in the United States and your own neighborhood to see where environmental problems are the greatest.

• Click here. You are looking at a map of Carbon Emissions in annual tons per square mile.
• Look at the grid in the key on the right-hand side of the map to familiarize yourself with the colorations.
• Based on the colorations, where do carbon emissions appear to be the highest across the United States? (You can name these areas by region or state.)
• Locate your city by clicking on the tool at the top of the map. Type in the name of your city (e.g. Los Angeles city).
• Once this point has been located on the map, make note of the carbon emission levels for your city.
• Based on the colorations, do they appear higher or lower than you would have expected?
• What areas around your city appear to have the highest levels of carbon emissions? What about the lowest?

Ex 49 - Marriage plays an important role in our society, even with divorce rates on the rise. For this exercise you are going to look at patterns within the married population of the United States.

• Click here.. You are looking at a 2002 Census Tract map of the percentage of the population that is married (age 15+). Based on the colorations, what is the general range of percentage of the population that is married?
• To see more precise data, click on the Reports tab at the top of the screen.
• Select the 2000 Census Reports link in the left-hand menu.
• The United States has already been selected as a geography for the report. Click on the add button to move this selection down to the Current Geography Selections field.
• Click the Next button to move to the reports/tables tab.
• Select the table Marital Status For the Population 15 Years and Over (table T27), and click the Add button to move your selection down to the Current Table Selections field.
• Click the Show Result button to generate the report.
• What is the exact percentage of the population for the United States that is married according to the 2000 Census? Is it higher or lower than you would have expected?

Ex. 50 - FOLLOW-UP ACTIVITY: Take a look at patterns within the married population in your own city and state. Based on the previous exercise, create a report for the 2000 Census Tract on these areas.

• Click on the 2000 Census Reports link in the left-hand menu of the Reports section main page.
• Select the State and Place options in the geography drop-down.
• Select your state and city from the list and click the Add button to move your selections down to the Current Geography Selections field.
• Select the table Marital Status for the Population 15 Years and Over (table T27) and click the Add button to move your selection down to the Current Table Selections field.
• Click the Show Results button to generate the report.
• How does your city compare to the entire state in terms of percentage of the population who is married?
• How does your state compare to the United States as a whole?  You could also ask about the divorce rate here (interestingly, it’s a bit lower in NYC and NY than the rest of the country)

Ex. 51 - Marriage remains a steadfast tradition in our society, but some of the conventional practices have begun to change. Interracial marriage, for example, was once taboo but has been steadily increasing since the end of Segregation and the Civil Rights Movement in the 1960s. Using Social Explorer, take a look at the percentage of mixed race couples in the United States from 1970 to 2000**

• Click here. This is a map of the married population for the 1970 Census Tract.
• In the category drop-down menu (the second drop-down), change the category to Marital Status by Race
• In the variable drop-down menu (the third drop-down), change the variable to % Married: Mix Race.
• You can save this map by clicking on the first slide box in the slideshow tool.
• Now look at the same information for subsequent years, 1980, 1990, and 2000.
• Save each of these maps to a corresponding slide box in the slideshow tool.
• What patterns do you notice in the percentages of mixed race married couples over time? Are you surprised by the results?

Ex. 52 - FOLLOW-UP ACTIVITY: Based on the previous exercise, look at mixed race couples in your own neighborhood.

• From the 2000 Census Tract map view, locate your address on the map by clicking on the tool at the top of the map.
• Type in your exact address. Once you have found your address on the list, click OK to locate this point on the map
• Look at the same information for the 1970, 1980, 1990, and 2000 Census Tracts for your neighborhood. Save each of these maps to a corresponding slide in the slideshow tool.
• Do you notice a similar pattern for the percentage of mixed race married couples in your own neighborhood?
• Does there appear to be a high or low percentage of mixed race married couples in your neighborhood?
• Are you surprised by the results?

** this would require a new variable to be added for Marital Status - % Married by Race

Ex. 53 - In the 1980s and 1990s there was a marked decrease in marriage among the Black population. Take a look at the data and see what other factors may have contributed to this continuous decline by running a report using Social Explorer.**

• From the main Reports page (Click here), select the Census 1970 Reports link.
• The United States has already been selected as a geography for the report. Select it, and then click on the add button to move this selection down to the Current Geography Selections field.
• Click the Next button to move to the reports/tables tab.
• Select the table Marital Status For the Population 14 Years and Over (table T27) and click the Add button to move your selection down to the Current Table Selections field.
• Also select the variables Employment by Race and Poverty - Poverty by Race
• Click the Show Result button to generate the report.
• Under Marital Status by Race, note the percentage of the Black married couples. Also note the percentage of poverty and unemployment for the Black population.
• You can export this report to Excel by clicking on the Excel Spreadsheet link at the top of the report. (In Excel you can customize the organization of the data or save the report.)
• Generate similar reports for 1980 and 1990.
• Do you notice any patterns in terms of unemployment, poverty, and marital status among the Black population between 1970 and 1990?
• Is there a distinct relationship between these variables? How might the relationship marital status, poverty, and unemployment rates explain a decrease in the percentage of marriages?

** this would require a new variable to be added for Marital Status - % Married by Race

Ex. 54 - Along with changing patterns in marital status, household and family structures have experienced significant changes. The decision to have children is one factor that is altering the composition of U.S. families. Take a look at the percentage of married couples with children in your neighborhood in both 1970 and 2000.

• On the default 2000 Census Tract map view (Click here), locate your neighborhood by clicking on the tool and typing in your home address.
• Once you have found your address on the list, click OK to locate this point on the map.
• In the category drop-down menu (the second drop-down), select Family Structure.
• In the variable drop-down menu (the third drop-down), choose % Married Couple with Kids.
• You can save this map by clicking on the first slide box of the slide-show tool.
• In your neighborhood, does there appear to be a high or low percentage of married couples with kids? How might this relate to other factors in your area, such as location, income, race, religion, etc?
• Look at the same information for the 1970 Census Tract. (In the first drop-down menu, change the map view.)
• The variable for this year is % Married Couple Families: with own children under 18 present.
• Looking at the map of your neighborhood In 1970 compared to the map from 2000, have the percentage of married couples with children increase or decreased?  What might explain this trend?

Ex. 55 - A decline or increase in birth rates can tell us a lot about population trends, as well as reveal other patterns in our society. The “Baby Boom” of the late 1940s and early 1950s, for example, marked a period of increased birth rates during and immediately after the Second World War. For this exercise, you are going to look at changes in birth rates between 1950 and 2000.

• Click here. You are looking at a slideshow of the percentage of the population under 5 years of age for the 1950, 1970, 1980, 1990, and 2000 Census Tracts (data is missing for 1960).
• You can play the slideshow by clicking the play button in the right-hand side of the slideshow toolbar. You can also slow down or speed up the slideshow by moving the speed bar backwards or forwards.
• What trends do you notice in terms of percentage of the population under 5 years of age from 1950 to 2000? Does it appear that birth rates have gone up, down, or remained relatively the same?
• Running a report can give you more specific data for birth rates between these years.
• Click on the Reports tab at the top of the screen.
• You are going to create reports for birth rates in 1950 and in 2000.
• First select the Census 1950 Reports link.
• The United States has already been selected for you. Click it and then click the Add button to bring this selection down to the Current Geography Selections field.
• Click the Next button to move on to the tables/reports tab.
• Select the Age report and click Show Results to generate the report.
• Under Count by Age Group, look at the percentage of the population that is under 5 years of age.
• Create a similar report for the 2000 Census for the United States. In the Pre-made Reports tab, select the report for Age.
• What is the percentage of the population for the year 2000 under 5 years of age? Is there a significant increase or decrease in birth rates between 1950 and 2000?

Ex. 56 - As you know, certain areas are more diverse than others. You have looked at diversity in your own neighborhood, but what does one of the most diverse counties in the country look like? For this exercise you are going to examine ethnic diversity in Queens County, New York.

• Running a report can give you a more specific breakdown of race and ethnicity in a specific area.
• Click here. You are on the main page of the Reports section.
• Select the Census 2000 Reports option in the left-hand menu.
• In the drop-down menu, select the County option.
• Select the state of New York from the State drop-down. Then, select Queens County from the list of counties for New York.
• Click the Add button to bring this selection down to the Current Geography Selections field.
• Click the Next button to move on to the reports/tables tab.
• Go to the Premade Reports tab and select the Race report. Click the Add button to bring this selection down to the Current Report Selections field.
• Click the Show Results button to generate the report.
• Look at the percentage breakdown by Race. Under the Not Hispanic and Latino and Hispanic and Latino headings, you can see specific percentages of different ethnic groups.
• How do the percentages in Queens County — one of the most diverse counties in the country — compare with the racial and ethnic breakdowns in your own county?

Ex. 57 - The population in the military can give us an interesting look at other demographic patterns in society. The race, age, education level and social status of this population can tell us a lot about opportunity in the United States and what kind of people occupy positions in the armed forces. Using Social Explorer, look at demographic patterns in the military by age and education.

• Click here. You are looking at a map of a military base in Southern California for the 2000 Census Tract. The military quarters is the area outlined in blue.
• In the category drop-down menu (the second drop-down located on the right-hand side of the map) select Age. You are looking at the median age for the population.
• Within the military quarters and based on the colorations in the key, what is the median age of the population?
• In the variable drop-down menu (the third drop-down), select the percentages by age to see the highest percentage age group in the military quarters.  Test a few of these different age ranges.
• Which age group is dominant? Are you surprised by the results?
• Then, in the category drop-down menu, select Education.
• In the variable drop-down menu, select the different educational attainment levels from % Less than High School to % Bachelors degree.
• What appears to be the highest level of education for the majority of the population in these military quarters?
• What does the median age and highest percentage of educational attainment tell you about the members of this population and their social status?

Ex. 58 - The United States’ industrial sector has undergone a great deal of change. What began as an agrarian society and later became an industrialized nation is continuing to experience new transitions. The major industries shape our society and determine where we expend most of our labor force and what conditions we live in. Examine the dominant industries in the year 2000 for the United States as a whole and in your own neighborhood to see how industries vary at the regional level as well.

• Take a look at this map of Industry for the 2000 Census Tract (Click here). You are looking at the percentage of industry devoted to agriculture, forestry, fishing and hunting, and mining.
• What areas of the country appear to dominate this type of industry? You can name the area (e.g. state or region).
• Look at the other industries in the variable drop-down menu to the right of the map. Based on the colorations, what other industries appear to be concentrated in certain areas (e.g. state or regions)?
• Now take a look at your own neighborhood. Using the tool type in your home address.
• Once you have found your address in the list, click OK to locate this point on the map.  Then, test out a few industries (mention slideshow tool?).
• Based on the colorations, which industries appear to be dominant in your neighborhood? What industry is most present? What industry is least present?
• Are you surprised by the results?

Ex. 59 - Crime is an ever-present concern for society. Fluctuations in prison populations indicate rises and falls in crime rates.  These changes also reveal issues that lead to delinquency, such as poor education, drugs, poverty and unemployment. For this exercise, you will run a report to see the change in the prison population between 1970 and 2000. (pp. 159, Figure 6.2)

• Click here. You are on the main page of the Reports section.
• Click on the Census 1970 Reports link in the left-hand menu. The United States has already been selected. Click it and then click the Add button to bring this down to the Current Geography Selections field.
• Click the Next button to move on to the tables/reports tab.
• In the Tables tab select the Group Quarters table and click the Add button to bring down to the Current Table Selections field.
• Click the Show Results button to generate the report.
• Look at the percentage of the population in a correctional facility. **
• You can export this report to Excel by clicking on the Excel Spreadsheet link at the top of the report. (In Excel you can modify the organization of the data and/or save the report.)
• Follow the same steps for the Census 1980, 1990, and 2000 Reports. You can save each of these reports in order to compare the data between years.
• Do you notice a steady increase in the percentage of the prison population between 1970 and 2000?
• What does the increase in the population in prisons tell us about the crime rate in the United States between these years?

**This will require a variable to be added for correctional facilities for the 1970 Census

Ex. 60 - Changing household dynamics such as ownership, size, and family structure correspond to other trends in society. The breakdown or preservation of the “traditional” household is congruous with other variables. Using Social Explorer look at the change in family household size between 1970 and 2000 to draw conclusions about other social patterns.

• Run two reports, for 1970 and 2000, looking at average household size.
• Click here. You are on the main page of the Reports section.
• Click on the Census 1970 Reports link in the left-hand menu. The United States has already been selected. Click it and then click the Add button to bring this down to the Current Geography Selections field.
• Click the Next button to move on to the tables/reports tab.
• In the tables tab, select the Average Household Size table and click the Add button to move it down to the Current Table Selections field.**
• Click the Show Results button to generate the report.
• What is average household size according to the 1970 Census?
• Run the same report for the 2000 Census.
• How has the average family household size changed between 1970 and 2000? What social and economic factors do you think may have contributed to this change?

**This will require a variable to be added for average household size for the 1970 Census.

Ex. 61 - Despite certain inequalities, minority groups such as Blacks and Hispanics have experienced growing upward social mobility. By looking at changes in median household income, we can trace their changing socio-economic status.

* Click here. You are looking at a map of Average Income by Race for the 1970 Census Tract.**
* Look at the variable Average Household Income: Black.
* You can save this map by clicking on the first slide box in the slideshow tool.
* Change the census year in the map drop-down menu (the first drop-down) to the 1980 Census Tract. You can save this map to the second slide box in the slideshow tool
* Based on the colorations, do you notice any changes in average income by race?
* Look at the same data for the 1990 and 2000 Census Tracts. Save both of these maps to the slideshow tool.
* Does it appear that the average income for the black population has gone up significantly between 1970 and 2000?
* Follow the same steps looking at the variable Average Household Income: Hispanic for the 1970, 1980, 1990 and 2000 Census Tract maps.
* Do you notice significant change in the average household income for the Hispanic population?
* Does it appear that the Hispanic population has improved their social status more than, less than or equal to what the Black Population attained between 1970 and 2000?

**This would require an Average Income by Race variable to be added for the 1970, 1980, and 1990 Census Tracts

Ex. 62 – The increasing number of children living in poverty can be attributed to other variables, such as a rise in single-mother households. The inability for a single mother to adequately provide for the family can result in more children leaving the home and resorting to life on the streets. In this exercise, take a look at these two variables to see if there is, in fact, a noticeable correlation between children living in poverty and single-mother households for New Mexico and New Hampshire.

* Click here. You are on the main page of the Reports section.
* Select the Census 2000 Reports link from the left-hand menu.
* The United States has already been selected as a geography for you. Click the Add button to move this selection down to the Current Geography Selections field.
* Select the State option from the drop-down menu and look for New Mexico and New Hampshire. Add both selections by clicking the Add button.
* Click the Next button to move on to the reports/tables tab.
* Select the tables T21 and T137 - Households by Presence of People Under 18 Years By Household Type and Poverty Status in 1999 for Children under 18.
* Click the Add button to bring these tables down to the Current Table Selections field.
* Click the Show Results button to generate the report.
* Under Family Households look at the percentage of female householders with no husband present for the United States, New Mexico, and New Hampshire.
* Compared to the percentage for the U.S. as a whole, how do New Mexico and New Hampshire compare?
* Now look at the percentage of children under 18 years of age living in poverty for the United States, New Mexico, and New Hampshire.
* Do you see any correlation between the percentage of single-mother households with the percentage of children living in poverty?

Ex. 63 - How have the elderly been affected by poverty? Shifts in poverty levels among persons over 65 years of age correlate to other factors such as public assistance and health care. (Public programs, like Social Security, provide tax-funded insurance benefits for old people, people with disabilities and survivors.) Using Social Explorer, take a look at the change in Social Security payments between 1970 and 1990 to see how this may relate to the decrease in poverty levels among the elderly (pp. 290-291).

* Click here.You are on the main page of the Reports section.
* Select the Census 1970 Reports link from the left-hand menu.
* The United States has already been selected as a geography for you. Click it and then click the Add button to move this selection down to the Current Geography Selections field.
* Click the Next button to move on to the reports/tables tab.
* Click on the “tables” tab.
* Select the following two tables: Income - Type of Income for Household; and Poverty by Age
* Click the Add button to bring these tables down to the Current Table Selections field.
* Click the Show Results button to generate the report.
* Look at the percentage of people aged 65 and older living in poverty and the percentage of people collecting income through Social Security. You can save this report by exporting it to Excel (click on the Excel Spreadsheet link at the top of the report).
* Follow the same steps for the 1990 Census. Make sure to select the tables Poverty by Age and Type of Income.
* Once you have run the report, compare the data with the 1970 Census information.
* Does it appear that a rise or decline in the percentage of the population collecting Social Security has any effect on poverty levels among the elderly?

Ex. 64 - Redlining is the practice of providing financial support and loans based on race. Neighborhoods occupied by minorities are categorically denied the same financial services as White neighborhoods. Though the term was coined in the 1960s and has since been made illegal, we continue to see evidence of it today. Using Social Explorer, look at housing units with a mortgage in two neighborhoods in Philadelphia to see evidence of institutional discrimination. (p. 234, Figure 9.2)

* Click here.You are looking at a map of % White population for a neighborhood in Philadelphia for the 2000 Census.
* Take a look at Census Tract 136. Does it appear to be a largely White area?
* Change the variable in the variable drop-down menu (the third drop-down) to % Black. Note how the colorations change.
* Take a look at Census Tract 138. Does it appear to be a largely Black area?
* Change the category in the category drop-down menu (the second drop-down) to Housing.
* Scroll down the list of options to change the variable in the variable drop-down menu to % Housing Units With a Mortgage (owner occupied).
* For Census Tracts 136 and 138, based on the colorations, what approximate percentage of the population owns a house with a mortgage?

Ex. 65 - FOLLOW-UP ACTIVITY: A map provides a quick visual reference for the data but running a report will provide more complete and accurate information on housing units with a mortgage and potential redlining practices. Use Social Explorer to run a report on Tracts 136 and 138.

* Go to the Reports tab at the top of the page.
* Select the Census 2000 Reports link from the left-hand menu.
* Under the geographic type drop-down menu, select the Census Tract option.
* Select the state of Pennsylvania, and then Philadelphia County. Select the Census Tracts 136 and 138 and click the Add button to move your selections down to the Current Geography Selections field.
* Click the Next button to move on to the reports/tables tab.
* In the tables tab, select Race and Mortgage Status (T14 and T128).
* Click the Show Results button to generate the report.
* What percentage of the population is White and Black in tracts 136 and 138?
* What is the mortgage status in these two tracts?
* How does mortgage status relate to the racial breakdowns in these areas?
* Do you think this shows evidence of redlining practices?

**Can we get data on percent households with a mortgage by race??

Ex. 66 - A rise in the percentage of people who are of mixed race, demonstrates increasing racial tolerance and exchange in our society. For this exercise, look at a map of people who are of mixed race to see patterns in this population from 1970 to 2000.**

* Click here. You are looking at a map of people of two or more races for the 1970 Census.
* You can save this map to the slideshow tool by clicking on one of the slide boxes below.
* Where do you see higher concentrations of people of two or more races? You can name these areas (e.g. state or region).
* Change the map view to the 2000 Census Tract.
* Look at the same variable under Race - % Two or More Races.
* Do you see any changes in this population? Does it appear that the percentage of the population who is of two races or more has increased between 1970 and 2000?
* What areas do you see a higher concentration of people of two or more races for the 2000 Census Tract. You can name this area (e.g. state or region).

**This would require the variable Two or More Races to be added for the Race category for the 1970 Census Tract.

Ex. 67 - FOLLOW-UP ACTIVITY: How mixed is the population in your neighborhood? Based on the information we looked at in the previous exercise, look at the mixed-race population in your area for the 2000 Census Tract.

* Click here. You are looking at a map of the population that is of two or more races for the 2000 Census Tract.
* Using the tool, locate your address on the map. Type in your home address and once selected click OK to locate this point on the map.
* Based on the colorations in the key on the right-hand side of the map, approximately what percentage of the population in your neighborhood is of two or more races?
* Are you surprised by the results?
* Do you see a higher concentration of people of two or more races in certain areas in your neighborhood? You can use the zoom out tool (the small magnifying glass with a minus sign in it) to look at a larger area.
* You can name the areas with a higher concentration of mixed race people (e.g. downtown, a specific suburb, or rural area.)

Ex. 68 - Within minority groups, certain ethnic populations are better off than others. The Latino population is a good example of a group with different levels of well-being. By examining the country of origin, we can see different patterns of unemployment, income, home ownership, and education. Using Social Explorer, take a look at Cuban and Puerto Rican populations living in the United States to compare their conditions. (table 9.2, pp. 247)

* Click here. You are looking at two different maps for the 2000 Census Tract.
* The first map, shown on the screen, is of a Puerto Rican neighborhood in Brooklyn, New York. (New York City has the highest concentration of Puerto Ricans outside of Puerto Rico.)
* If you click on the second map in the slide show tool, you are looking at a map of “Little Havana,” a Cuban neighborhood in Miami, Florida.
* You are going to create a report for two Census Tracts in these areas to compare unemployment rates, educational attainment and poverty levels.
* Go to the Reports tab at the top of the screen.
* Click on the Census 2000 link in the left-hand menu.
* Select the Census Tract option in the geography drop-down menu. You must select the State and County for the Census Tract. For this exercise you are going to select Florida, Miami-Dade County, and New York, Kings County (Brooklyn).
* For Miami-Dade County, select tract 54.02.
* For Kings County (Brooklyn), select tract 425
* You can add both these tracts to the Current Geography Selections field by selecting them and clicking the Add button.
* Click the Next button to move on to the reports/tables tab
* In the tables tab, select the following tables: Hispanic or Latino by Race, Educational Attainment for Population 25 Years and Over, Employment/Unemployment Status for the Population 16 Years and Over (Hispanic or Latino), and Poverty Status in 1999 (Hispanic or Latino).  (T15, T31, T60 and T149)
* Click the Show Results button to generate the report.
* Compare the data on the two tracts for the Puerto Rican and Cuban neighborhoods.
* How do they compare in terms of education, unemployment and poverty status?
* Based on this information, which population appears to be better-off?

Ex. 69 - In Racial/Ethnic groups, there are certain income extremes where a percentage of the population is extremely poor while another percentage of the population is very wealthy. These percentages vary based on the racial/ethnic population. For this exercise you are going to Look at Racial Income Extremes (table 9.4, pp. 249).**

* Take a look at the map of Household Income by Race** for the 2000 Census Tract. Click here.
* You are going to look at low-income and high-income earnings for different racial/ethnic groups.
* In the variable drop down menu, select the variable Black Household Income: % < $10,000
* You can save this map to the slideshow tool by clicking on the first slide box on the bottom.
* Now look at the variable Black Household Income % $200,000 or more.  You can save this map to the second slide in the slideshow too.
* Take a look at the same variables for Asian and Hispanic populations.
* Within which ethnic populations do you see more noticeable income extremes?

**This would require a table to be added to the Census 2000 Reports for Household Income by Race.
Ex. 70 - The age demographic in an area can reveal a lot about other social factors like poverty levels, employment opportunities and certain variables that define a community. In this exercise, you are going to look at the median age of the population in your neighborhood to see how this might relate to other social patterns in your community (figure 10.11, pp. 285).

* Click here. You are on the default view of the 2000 Census Tract map.
* In the category drop-down menu (the second drop-down), select Age
* In the variable drop-down menu (the third drop-down), select Median Age.
* Locate your neighborhood on the map. Using the tool, type in your home address and once you have selected it from the list, click OK to locate this point on the map.
* Based on the colorations in the key on the right-hand side of the map, what is the median age of the population in your area?
* In what areas in your neighborhood is the median age higher? If necessary, you can us the zoom out tool (the small magnifying glass with a minus sign in it), to get a larger view of the area.
* In what areas in your neighborhood is the median age lower?
* You can name these areas (e.g. downtown, city suburb, or rural area).
* Why do you think the median age of the population is higher or lower in these areas? What other factors might contribute to the age of the population residing there?

Ex. 71 - What patterns can we see in terms of men and women in the public, private or self-employed sector? Take a look at male and female breakdowns in these areas to see what this reveals about gender stratification.

* Look at this map for the 2000 Census Tract for Employment Sector by Sex. Click here.
* In the variable drop-down menu (the third drop-down), change the variable to % Male: Private Sector. You can save this map to the slideshow tool by clicking on the first slide box below the map view.
* Look at the same variable for the female population - %Female: Private Sector. Save this map to the second slide box in the slideshow tool.
* Now look at the variables %Male/%Female: Public Sector and %Male/%Female: Self-Employed. You can save each of these four maps to a corresponding slide box in the slideshow tool.
* What patterns do you see?
* Do men occupy the public or private sector more than women? Why do you think this is?
* Are more women or men self-employed? Why do you think this is?
* Are you surprised by the results?

Ex. 72 - FOLLOW-UP ACTIVITY: Based on the previous exercise, look at the same information on Employment Sector for men and women in your own neighborhood.

* From the 2000 Census Tract map of Employment Sector by Sex, locate your home address by clicking on the tool at the top of the map view.
* Type in your address and once you have found it in the list, click OK to locate this point on the map.
* Look at the same variables in your neighborhood: Public Sector, Private Sector and Self-Employed for the Male and Female population.
* Are the patterns of Employment Sector by Sex similar to the patterns you noted in the previous exercise for the United States as a whole?
* Do you see any difference? In which areas? If so, what other factors in your neighborhood might contribute to this?
Ex. 73 - In 1996, the federal government made reforms to the welfare system in the United States that put a five-year limit on public financial assistance. The idea was that as welfare support expired over time, unemployment rates would go down too because recipients would need to seek employment after this five-year period. Critics of welfare reform argued that this change was designed to disenfranchise the poor however in the economic boom in which these reforms were initiated, aimed to utilize the poor labor force. Using Social Explorer, examine changes in welfare between 1990 and 2000, along with employment rates, to see if welfare reform was, in fact, “successful” in reducing unemployment. (p. 220, Henslin)

* Click here. You are on the main page of the reports section.
* Click on the Census 1990 Reports link in the left-hand menu.
* The United States has already been selected as a geography for this report. Click it, and then click the Add button to move this selection down to the Current Geography Selections field.
* Click the Next button to move to the reports/tables tab.
* In the tables tab, select the following: Income - Type of Income; and Employment.
* Click the Show Results button to generate the report.
* You can export this report to Excel by clicking on the Excel Spreadsheet link at the top of the report. (This will allow you to customize the organization of the data and/or save the report.)
* Run a second report under the Census 2000 Reports link for the United States.
* In the table tab, select the following tables: Households with Public Assistance Income in 1999; and Employment/Unemployment Status for Civilian Population in Labor Force 16 Years and Over.  (T99 and T50)
* You can also export this report to Excel if you wish to customize the data or save the report.
* Compare the data from the 1990 report to the 2000 report.
* Do you see a rise or fall in unemployment rates between 1990 in 2000? Does correspond with a rise or fall in public assistance (welfare) income between these two years?
* During a recession, how might welfare reform alter rates of unemployment among the poor?

Ex. 74 - The decline in farming and agriculture as a prominent industry in the United States can be traced even as recently as the past 30 years. Using Social Explorer, look at the recent dissipation of this industry between 1970 and 2000.

* Click here. You are looking at a map of agriculture, forestry, and fishery industries for the 1970 Census Tract.
* You can save this map to the slideshow tool by clicking on the first slide box below the map view.
* In the map view drop-down menu (the first drop-down), look at the 1980 Census Tract. (The category and variable selection will remain the same.)
* You can save this map to the second slide box in the slideshow tool.
* Look at subsequent years 1990 and 2000, saving each of these maps to the slideshow tool.
* Play the slideshow you have just created by clicking the play icon in the right-hand side of the slide-show tool.
* You can slow down or speed up the pace of the slideshow by moving the speed bar backwards or forwards.
* Looking at the slideshow, do you see a significant decrease in the farming industry between 1970 and 2000?  In which areas?
* In what areas does this industry remain prominent? You can name these areas (e.g. state or region).

Ex. 75 - Where are all the single people? Take a look at the population of people who were never married in your city!

* Click here. You are looking at a map of the 2000 Census Tract for the percent of the population that has never been married.
* Locate your city on the map by clicking on the tool. Type in your city name (e.g. Los Angeles city)
* Click OK to map this point.
* In your city, where is the highest percentage of single people (or those who have never been married) concentrated? You can name this area (e.g. downtown, a specific suburb, or rural area).
* You can use the zoom in tool (the small magnifying glass with a plus sign in it) to get a closer look at certain areas.
* Are you surprised by the results? Why do you think single people are concentrated in these specific areas?
* Now find your address on the map. Using the tool, type in your home address and click OK to map this location.
* Based on the colorations in the key to the right of the map, does there appear to be a high or low percentage of single people in your neighborhood compared to the rest of your city?

Ex. 76 - Compare the percentage of men in the workforce to the percentage of women in the workforce. Using Social Explorer, look at an urban and rural county to see different patterns in male and female populations in the labor force.

* Take a look at this map of the population in the labor face aged 16 and over for the 2000 Census Tract. (Click here).
* In the variable drop-down menu (the third drop-down), look at % Male: in labor force (age 16+)
* Then, look at % Female: in labor force (age 16+)
* Based on the colorations in the key to the right of the map, do you see a noticeable difference between the percentages of men and women in the work force?
* Take a look at an urban area. Click on the tool and type in New York. Select the first option, New York (county), NY. Click OK to locate this point on the map.  (This is Manhattan.)
* Look at the same variables: %Male: in labor force and %Female: in labor force.
* Do there appear to be a high percentage of women in the work force compared to men?
* Now take a look at a more rural area. Click on the tool and type in McDowell. Select the second option McDowell (county), WV.
* Look at the same variables: % Male: in labor force; and % Female: in labor force.
* Based on the colorations, do you see a larger or smaller disparity between men and women in the work force in this rural county of West Virginia compared to New York City or the rest of the country?
Ex. 77 – Since the 1960s, there has been a fundamental shift in the number of married couples with children. Increasing numbers of married couples are not having children. Using Social Explorer, look at changes in patterns for married couples with children in 1970 and 2000. (p. 344, figure 12.6)

* Click here. You are on the default view of the 1970 Census Tract.
* In the category drop-down menu (the second drop-down), select Family Structure.
* In the variable drop-down menu (the third drop-down), select % Married Couple Families: with own children under 18 present**
* You can save this map to the slideshow tool by clicking on the first slide box.
* Now take a look at the 2000 Census Tract map. In the map drop-down menu (the first drop-down), change the map to the 2000 Census Tract.
* In the variable drop-down, select % Married-couple With Kids.
* You can save this map to the second slide box in the slideshow tool.
* Based on the colorations, what is the change in the percentage of married couple households with children from 1970 to 2000?
* What other social factors might have contributed to fewer married couples having children?

**Is % Married Couple Families: with own children under 18 present comparable to % Married-couple With Kids? If not then this variable will need to be added for the 1970 Census Tract.
Ex. 78 - Though married couples with children have faced a sharp decline, the percentage of single women having children has increased. Take a look at a map of single mothers in 1970 and a map of single mothers in 2000 to see this shift.

* Click here. You are on the default view of the 1970 Census Tract.
* In the category drop-down menu (the second drop-down), select Family Structure
* In the variable drop-down menu (the third drop-down), select Other Families: with female head: Own children under 18 present**
* You can save this map to the slideshow tool by clicking on the first slide box.
* Now take a look at the 2000 Census Tract map. In the map drop-down menu (the first drop-down), change the map to the 2000 Census Tract.
* Keep Family Structure in the category drop-down.
* In the variable drop-down, select Single Parent:Female.
* You can save this map to the second slide box in the slideshow tool.
* Looking at the two maps, do you see an increase in the percentage of singe mothers between 1970 and 2000?
* Why do you thing the percentage of married couples with children decreased while the percentage of single mothers went up during this period?
Ex. 79 - A rise in cohabitation among unmarried, opposite sex partners has challenged traditions of commitment, which were previously linked solely with marriage. Take a look at patterns in unmarried opposite sex partners in the United States and in your own neighborhood. (p. 347, figure 12.9)

* Take a look at this map of unmarried, opposite sex partners in the United States for the 2000 Census Tract. (Click here).
* Based on the colorations in the key, where do you see a high concentration of unmarried couples living together?
* Where do you see a lower percentage of unmarried couples living together?
* You can name these areas (e.g. states or regions).
* Why do you think the number of unmarried partners is high or low in these areas?

Ex. 80 - FOLLOW-UP ACTIVITY: Based on the previous activity, look at unmarried opposite sex partners in your own neighborhood to see where higher concentrations of this population are located.

• Click on the tool at the top of the default map view for the 2000 Census Tract (Click here).
• Type in your address and click OK to locate this point on the map.
• Does there appear to be a high or low concentration of unmarried couples living together in your area?
• You can use the zoom out tool (the small magnifying glass with a minus sign in it) to get a larger perspective.
• Where is there a high concentration of unmarried couples living together? You can name this area (e.g. downtown, a specific suburb, or rural area).
• Are you surprised by the high or low percentage of cohabitation among unmarried couples in your area?

Ex. 81 - In certain cities like New York, public transportation is used by the vast majority of the population. In other cities, where public transportation systems are less developed, we can see class divisions between the populations that do and do not use buses, metros, and trams. Take a look at your own city to see patterns in socio-economic status and mode of transportation.
.    Click here. You are on the default view of the 2000 Census Tract.
Zeroth.    Locate your city on the map. Click on the  tool at the top of the map view. Type in your city name (e.g. Los Angeles city).
.    Select it from the list and click OK to locate this point on the map.
.    In the category drop-down menu (the second drop-down), select Transportation
.    In the variable drop-down menu (the third drop-down), select % Used Public Transportation.
.    What areas in your city have a high concentration of people using public transportation? You can name these areas (e.g. downtown, a specific suburb or a rural area).
0.    Use the zoom in tool (the small magnifying glass with a plus sign in it) to get a closer look at these areas.
.    Once you are zoomed in to a specific area with a high percentage of people using public transportation, look at other variables related to income and employment for these neighborhoods.
.    In the category drop-down menu (the second drop-down), select Unemployment.
.    In the variable drop-down menu (the third drop-down), select % Unemployed.
.    Based on the colorations, do you see a high level of unemployment in these areas?
0.    Now look at poverty status. In the category drop-down menu, select Poverty
.    In the variable drop-down menu, select % Living in Poverty
.    Is the percentage of people living in poverty in these areas high or low?
.    Do you see a correlation between people using public transportation and unemployment and poverty status in these areas?

Ex. 82 - Unlikely ethnic populations often live in close proximity to one another because of a similar socio-economic status or simply because of historical settlement patterns. One example of this is the Hasidic Jewish population who are mostly from the Satmar Sect of Hungary and Romania and the predominately Catholic Puerto Rican population living in South Williamsburg, New York – a neighborhood in Brooklyn (Kings County). Use Social Explorer to create a report on this area to see the unusual breakdown of ancestry for the population.
.    Click here. You are looking at a map of ancestry by place of birth for the Hungarian population in the 2000 Census Tract in New York City.
〇.    Notice that the highest concentration of people with Hungarian ancestry are located in South Williamsburg, Brooklyn.
.    You can save this map to the slideshow tool by clicking on the first slide box below.
.    Now take a look at the Puerto Rican population to see how this community overlaps with the population of Hungarian ancestry or Hasidic Jewish population.
.    In the category drop-down menu (the second drop-down), select Asian and Hispanic Groups (Percent).
.    In the variable drop-down menu (the third drop-down), select % Puerto Rican.
0.    Do you see a high concentration of Puerto Rican people in the same area?

Ex. 83 -Natural disasters can cause massive damage to an area and the lives of its inhabitants. In 2005 Hurricane Katrina, one of the worst natural disasters in U.S. history decimated the city of New Orleans and left thousands of people homeless. For this exercise, look at the percentage of vacant housing units in 2000 and 2006 to see the scope of the damage to housing structures.
〇.    From the default view of the 2000 Census Places map (Click here), locate New Orleans by clicking on the  tool at the top of the map view.
.    Type in New Orleans city. Click OK to map this point.
.    Change the category in the category drop-down menu (the second drop-down) to Housing.
〇.    In the variable drop-down menu (the third drop-down), select % Vacant Housing Units.
.    You can save this map to the slideshow tool by clicking on the first slide box below.
.    Based on the colorations in the key on the right-hand side of the map, what percentage of housing units are vacant in this area?
.    In the map drop-down menu (the first drop-down), select the ACS 2006 Place map.
.    Looking at the same category and variable for the year following Hurricane Katrina, do you see a significant increase in the percentage of vacant housing units?
0.    Based on the colorations, what percentage of housing units are vacant for the ACS 2006 Place map?
.    Are you surprised by the high percentage of vacant housing units after the hurricane of 2005?

Ex. 84 - FOLLOW-UP ACTIVITY: What other socioeconomic factors are affected by the damage of natural disasters? Based on the previous activity, look at unemployment rates in New Orleans in 2000 and in 2006 to see how peoples’ welfare might have changed.
.    Click here. You are on the default view of the 2000 Census Places map.
.    Using the tool, locate New Orleans on the map. Type in New Orleans city and click OK to map this location.
.    In the category drop-down menu, select Unemployment.
.    In the variable drop-down menu, select % Unemployed.
.    Based on the colorations, what percentage of the population in New Orleans appears to be unemployed for the 2000 Census Places map?
.    You can save this map the slideshow tool by clicking on the first slide box below
.    Look at the same data for the ACS 2006 Places map. Change the map in the map drop-down menu to this year.
.    In the variable drop-down menu, select % Unemployed. You can save this map to the third slide box in the slideshow tool.
.    Do you see any change in unemployment rates from 2000 to 2006? Are you surprised by the results?
.    To get a sense of the racial distribution in New Orleans, change the category in the category drop-down menu to Race for the ACS. 2006 Places map.
.    In the variable drop-down menu, select % Black.
.    Based on the colorations, what percentage of the population in New Orleans is Black?
Ex. 85 - “The Fundamentalist Revival” - Christian Fundamentalist churches have been on the rise in the United States since the 1970s. Groups like the Southern Baptist Convention, which have its roots in southern states, have since spread across other parts of the U.S.  Using Social Explorer, take a look at three of the major fundamentalist evangelical denominations in the United States to see where they are populous.

* From the default view of the Religion, 2000 map (Click here), take a look at Evangelical groups.
* In the category drop-down menu (the second drop-down), select Evangelical Denominations
* In the variable drop-down menu (the third drop-down), select Assemblies of God.
* You can save this map to the first slide box in the slideshow tool.
* Do you see higher concentrations of adherents to this denomination in specific states or regions across the country?  (Name them?)
* Now take a look at a second prominent Evangelical group. In the variable drop-down menu, select Seventh Day Adventist Church.
* You can save this map to the second box in the slideshow tool.
* Do you see a high concentration of Seventh Day Adventists in specific states or regions in the United States?
* Are you surprised by the results for any particular state or region?

Ex. 86 - FOLLOW-UP ACTIVITY: The Southern Baptist Convention is the largest Evangelical group in the United States.  Many prominent politicians are adherents of this religious group.  Having its foundations in the South, in recent years its prominence has spread to other parts of the country.  Take a look at the distribution of this population using Social Explorer.

* Go to the default view of the Religion, 2000 map (Click here)
* In the variable drop-down menu (the third drop-down), select Southern Baptist Convention.
* Where do you see the highest concentration of this denomination in the United States?  (Name that area…)
* Where do you see a small concentration of Southern Baptist Convention adherents?
* Are you surprised by the percentage of adherents in a particular state or region?

Ex. 87 - Certain industries in the United States are concentrated in specific geographical areas (e.g. cities, counties, states or regions). Other factors like income relate to the industry that is predominant in an area. For this exercise you are going to look at income extremes in two very different industries.

* Click here. You are looking at a map of the United States by Industry for the 2000 Census Tract, and two particular counties have been pin-pointed on the map. There is a zoomed in view of both counties in the slideshow bar below.
* Click on the first slide box in the slideshow bar. This is a zoomed in view of San Mateo County in Northern California.
* You are looking at the percentage of Professional/Scientific/Tech Service industry in the area.
* Based on the colorations, approximately what percentage of the population is employed in one of these industries?
* Click on the second slide box in the slideshow bar. You are looking at the percentage of Agriculture, forestry, fishing and hunting, and mining industry for Powder River County, Montana.
* Based on the colorations, approximately what percentage of the population is employed in one of these industries?
* You are now going to look at income for each county.
* Go back to the first map of San Mateo County, California.
* In the category drop-down menu (the second drop-down), select Income.
* In the variable drop-down menu (the third drop-down), select Median Household Income.
* You can save this map by clicking on the third slide box in the slideshow tool.
* What is the median household income for this area, based on the colorations in the key to the right of the map?
* Take a look at the same variable for the map of Powder River, Montana – an agriculturally-based county.
* You can save this map to the fourth slide box in the slideshow tool.
* What is the median household income for this area, based on the colorations in the key to the right of the map?
* Are you surprised by the difference in income between a county dominant in the professional, scientific, and tech service industries and a rural county dominant in the agricultural industry?
Ex. 88 - Your level of schooling has an effect on your future occupation and income. Men and women who receive more education have greater opportunities to succeed in better-paying jobs. Using Social Explorer, look at educational attainment for men and women and see how that measurement correlates with income across the United States.

* To get a sense of education levels in this country, take a look at this map of the percentage of the population who have not completed high school for the 2000 Census Tract. Click here.
* In what areas do you see higher concentrations of low education levels? You can name these areas (e.g. state or region)
* You can save this map to the slideshow tool by clicking on the first slide box below the map.
* Now compare that with the percentage of the population that has obtained a college degree.
* In the variable drop-down menu, select % Bachelors Degree.
* Are you surprised by the percentage of the population that has obtained a college degree and the regions they are concentrated in, compared with the percentage of the population who has not completed high school?
* You can save this map to the second slide box in the slideshow tool.
* Compare the data in these two maps with income levels across the United States.
* In the category drop-down menu (the second drop-down) select Income.
* In the variable drop-down menu (the third drop-down), select Median Nonfamily Income. (For this exercise you are looking at individuals not families.)
* Looking back at the maps of educational attainment, do the areas with a higher median income correspond to the areas with a higher level of education?
Ex. 89 - “Who Stays Put?” Maybe a sentence here—is staying put a good thing or a bad thing for individuals/community/etc. stagnation/satisfaction/community/mobility/etc. Use Social Explorer to look at residential stability in the United States.

* Click here. You are on the default view of the 2000 Census Tract.
* In the category drop-down menu (the second drop-down), select Residence
* In the variable drop-down menu (the third drop-down), select % Moved Since 1995.
* In what areas do you see fewer people that have changed their residence between 1995 and 2000? Use the zoom in tool (the small magnifying glass with a plus sign in it) go get a closer look at these neighborhoods.
* In the variable drop-down menu, select % Moved within the same county.
* Based on the colorations, in what areas where people have changed their residences since 1995 do they tend to remain within the same county? (You can zoom in on these areas to get a closer look.)

Ex. 90 - FOLLOW-UP ACTIVITY: Look at residential stability in your own neighborhood for the 2000 Census Tract.

* From the default view of the 2000 Census Tract (Click here), use the tool to locate your neighborhood.
* Type in your address and click OK to locate this point on the map.
* In the category drop-down menu, select Residence.
* In the variable drop-down menu, select % Moved Since 1995.
* Based on the colorations in the key to the right of the map, does it appear that a high percentage of the population in your neighborhood changed residency between 1995 and 2000?
* Use the zoom out tool (the small magnifying glass with a minus sign in it) to get a broader look at the area.
* In what areas is residential stability higher? lower? You can name these areas (e.g. downtown, a specific suburb, or rural area).
* Why do you think residents are more stable in certain areas? What factors might contribute to residential relocation?
Ex. 91 - Native Americans are one minority group in the United States that is highly disadvantaged. Their income remains extremely low and the percentage of the population in poverty is quite high. Take a look at social standing for Native Americans using Social Explorer.

* Click here. You are on the default view of the 2000 Census Tract map.
* In the category drop-down menu (the second drop-down), select Poverty.  (You can save this map…?)
* In the variable drop-down menu (the third drop-down), select Amind Income Below Poverty Level under Poverty Status by Race.
* Based on the colorations, do you see a high percentage of the Native American population living in poverty?
* In what areas is the percentage of the population living in poverty the greatest? You can name these areas (e.g. city, state, or region).
Ex. 92 - FOLLOW-UP ACTIVITY: To get a more accurate picture of poverty levels among the Native American population and other groups, run a report using Social Explorer.

* From the main page of the reports section (Click here), select the Census 2000 Reports link (on the left).
* The United States has already been selected for you. Click the add button to move this selection down to the Current Geography Selections field.
* Click the Next button to move to the tables/reports tab.
* In the tables tab, scroll down the list of options to select the following tables: Poverty Status in 1999 (White Alone) and Poverty Status in 1999 (American Indian and Alaska Native Alone).
* Click the Add button to move these tables down to the Current Tables Selections field.
* Click the Show Results button to generate the report.
* Looking at the report, what percentage of the Native American population was living in poverty in 1999?
* Is the percentage significantly higher than the percentage of the White population living in poverty in 1999?
Ex. 93 - What percentage of the population in your neighborhood are war veterans? Take a look at veteran status in your area using Social Explorer.

* Look at this map of the veteran population in the United States for the 2000 Census Tract. Click here.
* Based on the colorations in the key to the right of the map, where do you see higher percentages of war veterans. You can name these areas (e.g. state or region).
* Take a look at the veteran population in your own neighborhood.
* Using the tool, locate your address on the map. Type in your address and click OK to map this point
* In your area, approximately what percentage of the population served in a war?
* Is the population concentrated in specific areas? Use the zoom out tool (the small magnifying glass with a minus sign in it) to get a broader perspective on the area.
* In which areas is the veteran population highest? lowest? You can name these areas (e.g. downtown, a specific suburb, or rural area).
* In what war or wars did the population serve in? In the variable drop-down menu (the second drop-down), look at the different wars (e.g. % Veterans: Vietnam Era, % Veterans: World War II, etc.)
* You can save any of these maps to the slideshow tool by clicking on one of the slide boxes below the map.

* Are you surprised by the concentration of specific war veterans in your area? Which population?
Ex. 94 - FOLLOW-UP ACTIVITY: Look at the change in the percentage of women in military service between 1970 and 2000.

* Click here.  You are looking at a map of a military base in Southern California for the 1970 Census Tract.  (The military quarters is the area outlined in blue.)
* In the category drop-down menu (the second drop-down), select Sex.
* Look at the variables % Male and % Female.
* To get more accurate data, run a report on this area.  Click the button at the top of the map.
* Select Sex from the Report drop-down menu.  Click OK to mark a point on the map in this location (Census Tract 187).
* Once you have made a point on this census tract, click the Make Report link to the right of the map to generate the report.
* The report will open a new browser window.
* Looking at the report, what is the breakdown of male and female populations in this military base for the 1970 Census Tract?
* Go back to the map and change the census year to the 2000 Census Tract.
* Run a report on Sex for this area in the 2000 Census Tract, following the same steps as for 1970.
* Do you see a significant increase in the percentage of females serving in the military in this location between 1970 and 2000?
Ex. 95 - Where are the elderly? The elderly population in the United States is not very evenly distributed. Older people tend to populate certain areas in the country. Using Social Explorer, create a map to look at the distribution of the elderly population across the country.

* Click here. You are on the default view of the 2000 Census Tract.
* In the category drop-down menu (the second drop-down), select Age
* In the variable drop-down menu (the third drop-down), select % 65 and over.
* Where do you see the highest concentrations of the population over 65 years of age? You can name these areas (e.g. state or region).
* Use the zoom in tool (the small magnifying glass with a plus sign in it), to get a closer look at the state of Florida. Florida is known as a “grayer” state due to its large elderly population.

Ex. 96 - FOLLOW-UP ACTIVITY: Based on the previous exercise, run a report on the state of Florida to compare the percentage of the population 65 and over to a younger state.

* From the map view of % 65 and over for the 2000 Census Tract, click the button at the top of the map.
* From the Report drop-down menu, select Age.
* Click OK to make a point on the map on the state of Florida. Once you have made this point, click the Make Report link to the right of the map.  (Your report will open in a new browser window.)
* Look at the population of men and women 65 and over compared with the percentage for the entire United States.
* Now create a report for a “younger” state. For this exercise, let’s look at California.
* Go back to the map view and click the button at the top of the map.
* From the Report drop-down menu, select Age.
* Click OK to make a point on the map in the state of California. Once you have made this point, click the Make Report link to generate the report.
* Is the percentage of the population 65 and over in California higher or lower than the percentage for the United States as a whole?
* What is the difference between the percentage of the population 65 and over for the state of Florida and the state of California as compared to the rest of the country?
Ex. 97 - In recent years, telecommuting has made it possible for people in certain industries to work from home.  Use Social explorer to see what percentage of the population in your city works from home and in what industry.

* Click here.  You are on the default map view of the 2000 Census Tract.
* Use the tool to locate your city on the map. Type in your city name (e.g. Los Angeles city) and click OK to map this location.
* In the category drop-down menu (the second drop-down), select Travel Time to Work.
* In the variable drop-down menu (the third drop-down), select % Worked At Home.
* Does it appear that a relatively high or low percentage of the population works from home in your city?
* Using the zoom in tool, zoom into an area in your city with a higher concentration of people working at home.  (Please note that areas outlined in blue are military bases and should not be considered for this activity)
* Once you have zoomed into an area, take a look at the predominant industry.  In the category drop-down menu, select Industry.  In the variable drop-down menu, look at the different industries to see which one has the highest percentage for this area.
* For this area, what is the dominant industry?

Ex. 98 – Political economist and sociologist Max Weber believed that property, power and prestige were inextricably linked, and that property ownership determined social class. Using Social Explorer, look at the renter and owner populations in your area to see what this might indicate about social status and prestige.

* Click here. You are on the default view of the 2000 Census Tract.
* Use the tool to locate your city on the map. Type in your city name (e.g. Los Angeles city) and click OK to map this location.
* In the category drop-down menu (the second drop-down), select Housing
* In the variable drop-down menu (the third drop-down), select % Owner Occupied Housing Units.  You can save this map to the slideshow tool by clicking on the first slide box below the map.
* In which areas do you see a higher percentage of owner occupied property? You can name these areas (e.g downtown, a specific suburb, or rural area).
* Change the variable to % Renter Occupied Housing Units. You can save this map to the second slide box in the slideshow tool.
* In which areas do you see predominantly renter occupied housing units? You can name these areas (e.g. downtown, a specific suburb, or rural area).
* You can use the zoom in tool to get a closer look in a specific area.
* Now take a look at the median household income in these areas.
* In the category drop-down menu, select Income
* In the variable drop-down menu, select Median Household Income. You can save this map to the third slide box in the slideshow tool.
* Looking at the two maps of owner and renter occupied housing units alongside the map of income, do you see a noticeable correlation between property ownership and median household income?
* Go back to the map of owner occupied housing units and use the zoom in tool (the small magnifying glass with a plus sign in it) to get a closer look a specific area with a high percentage of owner occupied property.
* For that specific area, look at Occupation. In the category drop-down menu, select Occupation.
* In the variable drop-down menu, select % Management/Professional Occupations.
* Do you see a high concentration of individuals in occupational positions of power in this area?
* How do income and occupational correlations support Weber’s theory of property, power, and prestige?

Ex. 99 - Sociologist Ernest Burgess created the concentric zone model to demonstrate the outward expansion of a city from its center – or central business district. He used Chicago as an example of this model of urban growth. Use Social Explorer to map the “zones” Burgess defined in his concentric zone model.

* Take a look at this map of Chicago for the 2000 Census Tract. Click here. (The downtown area of the city is located along the waterfront.)
* In the category drop-down menu (the second drop-down), select Industry.
* In the variable drop-down menu (the third drop-down), select % Professional, Scientific, Tech Serv. You are looking at the central business district or Zone 1 according to Burgess’ model.
* Do you see a concentration of professional businesses in the downtown area of the city? Where else do you see a percentage of businesses in the city area?
* Does this map support Burgess’ theory that the central business district is in the center of the city?
* Do you also see a deviation from the model with business districts also appearing in outlying areas?
* Take a look at Zones 2 and 10 – Light and heavy manufacturing areas.
* In the variable drop-down menu, select % Manufacturing.
* Does the map follow Burgess’ model of light manufacturing areas just outside the city center?
* How does the map deviate from Burgess’ model?
* Finally, take a look at Poverty levels to see where low-class, medium-class, and high-class areas are according to the concentric zone model.
* In the category drop-down menu, select Poverty.
* In the variable drop-down menu, select % Living in Poverty.
* Do you see higher concentrations of people living in poverty close to the city center or in outlying areas? Does this map support Burgess’ model of class zones?  Why or why not do you think today’s Chicago residents and workforce adhere to the Burgess model?  (e.g. commuting, ete.)

Ex. 100 - Where are the nation’s highest income earners? Social Status determines who receives what percentage of the aggregate income for the United States. Take a look at the nation’s income for the 2000 Census Tract to see who earned the most money.

* Click here. You are on the main page of the Reports section.
* Click on the Census 2000 Reports link in the left-hand menu
* The United States has already been selected as a geography. Click the Add button to move this selection to the Current Geography Selections field.
* Click the Next button to go to the tables/reports tab.
* In the table tab, scroll down to select the following tables: Aggregate Household Income in 1999 (Dollars) and Household Income in 1999.
* Click the Show Results button to generate the report.
* You are looking at the nation’s total household income in 1999 (or Aggregate Household Income) and the breakdown of household income ranges.
* Based on the percentages for the dollar amount breakdowns under Household Income in 1999, which income ranges brought in the highest percentage of income in 1999?
* Does this show that the richest Americans bring in the highest percentage of the nation’s income?
Ex. 101 - Of all minority groups in the United States, Asian populations have shown striking assimilation. Levels of educational attainment, an emphasis on family life, and other factors contribute to higher average income and a higher amount of home ownership among Asian Americans. Use Social Explorer to look at how Asian populations compare to other groups on certain variables of social status.

* Click here. You are on the main page of the Reports section.
* Click on the Census 2000 Reports link in the left-hand menu
* The United States has already been selected as a geography. Click the Add button to move this selection to the Current Geography Selections field.
* Click the Next button to go to the tables/reports tab.
* In the table tab, select the following tables: (T74) Average Household Income by Race (in 1999 Dollars); (T37) School Dropout Rate for the Population 16 To 19 Years (White Alone); (T40) School Dropout Rate for the Population 16 To 19 Years (Asian Alone); (T53) Unemployment/Employment Status for the Population 16 Years and Over (White Alone); and (T56) Unemployment/Employment Status for the Population 16 Years and Over (Asian Alone).
* Click the Add button to move each selection to the Current Geography Selections field.
* Click the Show Results button to generate the report.
* How do Asian populations compare with White populations in terms of average income, school dropout rates, and unemployment/employment rates?
* Are you surprised by the results?
Ex. 102 - Hispanic Americans are the fastest growing minority group in the United States.  Along with their growing numbers, their affluence is increasing as well.  Using Social Explorer, loot at the change in average income among Hispanic or Latino populations to trace their increasing social status from 1980 to 2000.

* Click here. You are on the main page of the Reports section.
* Click on the Census 1980 Reports link in the left-hand menu.
* The United States has already been selected as a geography. Click it and then click the Add button to move this selection to the Current Geography Selections field.
* Click the Next button to go to the tables/reports tab.
* In the table tab, select the following tables: Income-Average Income by Race; and Income-Average Income by Hispanic Status.
* Click the Add button to add these tables to the Current Tables Selections field.
* Click the Show Results button to generate the report.
* You can export this report to Excel by clicking on the Excel Spreadsheet link at the top of the report.  (This will allow you to save the report and customize the organization of the data.)
* Go back to the main page of the Reports section and follow the same steps for the 2000 Census Tract.
* In the tables tab, select the following table: Average Household Income by Race**
* You can export this report as well to Excel to save or customize the report.
* Looking at the data for 1980 and 2000 for the Hispanic or Latino population, what percent increase do you see in terms of average income? (Percent increase is the amount of increase divided by the initial value.)
* How does this compare with the change in average income for other minority groups? (e.g. Blacks, Asians, Native Americans)
** Is Average Household Income by Race comparable to Average Income by Race and Average Income by Hispanic Status?

Ex. 103 - The ratio of men to women over the age of 65 shows us that women, typically, live longer than men.  However, the ratio is getting smaller for sociological reasons.  Use Social Explorer to look at the change in percentage of women and men over the age of 65 between 1970 and 2000.

* Click here.  You are on the default view of the 1970 Census Tract.
* In the category drop-down menu (the second drop-down), select Age
* In the variable drop-down menu (the third drop-down), under By Sex, select % Female 65 and Up.  (You can save this map to the slideshow tool by clicking on the first slide box below the map.)
* Now compare this with the male population by selecting the variable % Male 65 and Up.  (You can save this map to the second slide box in the slideshow tool.)
* Do you see a noticeable difference in the percentages of these two populations?
* Take a look at the same data for the 2000 Census Tract.  Select this census year from the map drop-down menu (the first drop-down).
* Look at the same variables: % Female 65 Years and Up and % Male 65 Years and Up. (You can save each of these maps to a corresponding slide box in the slideshow tool.)
* Do you notice a significant increase or decrease in the ratio of men to women aged 65 and up between 1970 and 2000?
Ex. 104 - FOLLOW-UP ACTIVITY: Creating a map is a quick way to visualize change over time, but running a report will give you a more accurate look at the data.  Based on the previous activity, create a report of the percentage of the male and female population 65 and over for the 1970 and 2000 Census.

* Click here.  You are on the main page of the Reports section.
* Click on the Census 1970 Reports link in the left-hand menu.
* The United States has already been selected as a geography.  Click it, and then clicl the Add button to move this selection down to the Current Geography Selections field.
* Click the Next button to move on to the reports/tables tab.
* In the tables tab select Age by Sex and click the Add button to move this selection to the Current Table Selections field.
* Click the Show Results button to generate the report.
* You can export this report to Excel by clicking on the Excel spreadsheet link at the top of the report.  This will allow you to save the report.
* Go back to the main page of the reports page and follow the same steps for the 2000 Census.
* In the tables tab, select the following tables: Age for Male Population (Short Version); and Age for Female Population (Short Version).
* Compare the ration of men to women over the age of 65 between 1970 and 2000.
* Has the ration indeed gotten smaller?  (You can evaluate this change by dividing the smaller percentage by the larger percentage for each year, and then comparing the results for two Census years.)
Ex. 105 - How does education impact household income?  People with higher levels of education, generally end up with greater financial success.  Using Social Explorer, take a look at education extremes in your neighborhood to see how this correlates with average household income.

* Click here.  You are on the default map view of the 2000 Census Tract.
* Locate your neighborhood on the map by clicking on the tool.  Type in your address and click OK to map this point.
* In the category drop-down menu (the second drop-down), select Education.
* In the variable drop-down menu (the third drop-down), select % Less Than High School.
* Look for areas that have a high population of people who never completed high school.  (If you need to zoom out to get a broader look at the area, click the zoom out tool at the top of the map view and click on the area.)
* Once you have located an area with a high population of low educational attainment, click the zoom in tool to get a closer look at that area.
* Save the zoomed-in map view to the first slide box in the slideshow tool.
* Use the backwards arrow (the previous view button) at the top left of the map to go back to the zoomed out view of your area.
* In the variable drop-down menu, select % Doctorate Degree.
* Use the zoom in tool to get a closer look at an area with a high percentage of the population that has completed a doctorate degree.  Save this zoomed in map view to the second slide box in the slideshow tool.
* Now take a look at average household income in these areas.  Go back to the first map in the first slide box and change the category to Income and the variable to Average Household Income.
* You can save this map to the third slide box in the slide show tool.
* Based on the colorations in the key to the right of the map, what is the average household income in this area.
* Now go back to the second map saved in the second slide box of the slide show tool and look at average household income in this area.
* Based on the colorations in the key, what is the average household income in this area?
* Are you surprised by the difference in household income between the map of low educational attainment and high educational attainment in your neighborhood?
Ex. 106 - Look at the population in Columbine, Colorado, to see if there is any correlation between adolescent violence and other social factors like race, income, and family structure.

* Click here.  You are looking at a map of Columbine, Colorado for the 2000 Census Tract.
* In the category drop-down menu (the second drop-down), select Race.  In the variable drop-down menu (the third drop-down), select % White.
* Based on the colorations in the key to the right of the map, would you say that this is a predominately White area? You can save this map to the first slide box in the slideshow tool.
* Now take a look at income.  In the category drop-down menu select Income.  In the variable drop-down menu select Median Household Income.
* Based on the colorations in the key, what is the median household income for this area?  You can save this map to the second slide box in the slideshow tool.
* Finally take a look at family structure.  In the category drop-down menu, select Family Structure.
* In the variable drop-down menu, select % Family Households.  Does this appear to be a family-oriented area?  You can save this map to the third slide box in the slideshow tool.
* Now, change the variable to % Single Parent.  Based on the colorations in the key, is there a high population of single parent families in this area?
* Looking at the racial, income, and family-related breakdowns in Columbine, Colorado, are you surprised by the violent actions that occurred here?
* What does this tell you about adolescent violence as it relates to other social factors?

Ex. 107 - Certain patterns of privilege correspond with the type of schooling you receive.   What percentage of the population is in private school versus public school? Using Social Explorer, look at the breakdown in public and private schools for both secondary school and college.

* From the default map view of the 2000 Census Tract (Click here), change the category in the category drop-down menu (the second drop-down) to Education.
* In the variable drop-down menu (the second drop-down), under School Enrollment, select % In Public 9-12 School.  (You can save this map to the first slide box in the slideshow tool.)
* Now take a look at the variable % In Private 9-12 School.
* Then, look at the same data for public and private colleges.  Create two maps, one for % In Public College and % In Private College.
* Do you see higher concentrations private school students in specific parts of the country?  You can name these areas (e.g. state or region).
* Are you surprised by the difference in the percentage of the population in private schools versus public schools?
* Zoom into an area that has a high percentage of the population in private college using the zoom in tool above the map view and by drawing a box around that area.
* Once you have zoomed into that area, select the Race category from the category drop-down menu.
* Look at the different race variables (e.g. % White, % Black, etc.).
* What is the racial breakdown in this area?  What does this tell you about patterns of privilege within the private school system?

Ex. 108 - In the 20th Century, the United States population experienced rapid growth due to certain outcomes of modernization, industrialization and a general improvement in the quality of life.  Take a look at the rapid population growth between 1950 and 1970 – the highest period in population growth in the last century.

* Click here.  You are looking at a map of the population density for the 1950 Census Tract.
* You can save this map to the first slide box in the slideshow tool.
* In the map drop-down menu (the first drop-down), select the 1970 Census Tract.  You can save this map to the second slide box in the slideshow tool.
* Take a look at the change in population density between 1950 and 1970.
* A map is a quick way to visualize the data, but to see more accurate information you must generate a report.
* Go to the Reports tab at the top of the screen and select the Census 1950 Reports Link from the left-hand menu.
* The United States has already been selected as a geography.  Click it, and then click the Add button to move this selection down to the Current Geography Selections field.
* Click the Next button to go to the reports/tables tab.
* Select the Comprehensive Report under the reports tab and click the Show Results button to generate the report.
* You can export this report to Excel by clicking on the Excel Spreadsheet link at the top of the report.  (This will allow you to save the report.)
* Now follow the same steps for the 1970 Census. (Select it from the list at the left-hand side.)
* Compare the population for both years.  What is the percent increase in the population between 1950 and 1970?  (You can calculate percent increase by dividing the difference in population between the two years by the original number.)
* Considering that the population only increased by ___% between 1800 and 1900, does this appear to be a dramatic increase in population between 1950 and 1970?

Ex. 109 - FOLLOW-UP ACTIVITY: Certain factors contribute to a dramatic increase in population.  One reason would be increasing life spans.  Take a look at the population 65 and over between 1950 and 1970 to see if there was in fact a noticeable increase in the elderly population.

* Click here.  You are on the main page of the reports section.  Select the Census 1950 Reports Link from the left-hand menu.
* The United States has already been selected as a geography.  Click the Add button to move this selection down to the Current Geography Selections field.
* Click the Next button to go to the reports/tables tab.
* Select the Age report and click the Show Results button to generate the report.
* Take a look at the percentage of the population 65 years and older**
* You can export this report to Excel by clicking on the Excel Spreadsheet link at the top of the report.  This will allow you to save the report.
* Go back to the main page of the reports section and follow the same steps for the 1970 Census.
* Does there appear to be a significant increase in the population 65 years and over between these two years?

**This will need to be added as a variable for the 1950 Census Tract, if possible

Ex. 110 - Technology has had a growing influence on our daily lives.  In today’s society, we are increasingly dependent on electronic equipment like computers, DVD players, and other appliances, as well as electric heating.  Using Social Explorer, look at the change in household use of electric heating between 1970 and 2000 to visually explore this change.

* Click here.  You are on the default map view of the 1970 Census Tract.
* In the Category drop-down menu (the second drop-down), select Housing.
* In the Variable drop-down menu (the third drop-down), select % Electricity (under Heating Fuel).
* You can save this map to the slideshow tool by clicking on the first slide box below the map.
* Now look at the same data for the 2000 Census Tract.  Change the first drop down…
* Do you see a significant increase in the percentage of the population using electric heating between 1970 and 2000?
* Are you surprised by the results?

Ex. 111 - As a result of Global Warming, the need for renewable energy sources has become a serious social and environmental concern.  Look at the use of renewable energy sources, such as solar energy, in the United States and in your neighborhood for the 2000 Census Tract.

* Take a look at this map of the percent of houses using solar energy for the 2000 Census Tract (Click here).
* Is there a high or low concentration of households using renewable solar energy in the United States?
* Are you surprised by the results?
* Where do you see higher percentages of households using solar energy?  You can name these areas (e.g. state, county, or town).  (You can use the zoom in tool to get a closer look at a specific area.)
* Now locate your own city on the map.  Click on the tool and type in your city name (e.g. Los Angeles city).  Click OK to map this point.
* In what areas in your city are people using solar energy?  You can name these areas (e.g. downtown, a specific suburb, or rural area).

Ex. 112 - Immigration has been increasing steadily.  Between 1970 and 2000 you can see an increase in the population of people born outside the United States (this is the Foreign Born population).  Use Social Explorer to look at the increase in the foreign born population between these two years to see immigration rates and patterns across the Unites States.

* Click here.  You are on the default map view of the 1970 Census Tract.
* In the Category drop-down menu (the second drop-down), select Foreign Born.  You are looking at the percentage of the population that was born outside of the United States.
* You can save this map to the slideshow tool by clicking on the first slide box below the map.
* Now select the 2000 Census Tract map from the first drop-down menu.
* Look at the same category Foreign Born, and variable % Foreign Born.
* Do you see a significant increase in the foreign born population between 1970 and 2000?
* In what areas do you see the most noticeable increases in the foreign born population?
* Why do you think these areas are more populated by immigrant populations?

Ex. 113 - Within the United States, we can see shifts in populations in specific regions.  Between 1940 and 1970, the Black population in the south began to move north in order to escape segregation and racism.  Using Social Explorer, look at the movement of this population between 1940 and 1970.

* Click here.  You are on the default map view of the 1940 Census Tract.
* In the Category drop-down menu (the second drop-down), select Race.
* In the Variable drop-down menu (the third drop-down), select % Black.
* You can save this map to the slideshow tool by clicking on the first slide box below the map view.
* Change the census year to the 1970 Census Tract in the first drop-down menu.   Look at the same variable - % Black population.
* You can save this map to the second slide box in the slideshow tool.
* Do you see a noticeable difference in the Back population in the northern states between these two years?
* A map is a quick and easy way to visualize change over time but a report will give you more accurate data.  Go to the Reports tab at the top of the page.
* Click on the Census 1940 Reports link in the left-hand menu.
* In the geography drop-down menu, select the State option.  Select the following states: New York and Pennsylvania.
* Click the Add button to move each selection down to the Current Geography Selections field.
* Click the Next button to move on to the reports/tables tab.
* Select the Race report and click Show Results to generate the report. You can export this report to Excel by clicking on the Excel Spreadsheet link at the top of the report.  (This will allow you to save the report and open it in Excel.)
* Now select the Census report for 1970 from the left-hand side of the page and follow the same steps to generate another report.
* Compare the percentage under Selected States Total for the Black population in 1940 and 1970.
* Do you see a significant increase in the percentage of the Black population in these two northern states between 1940 and 1970?

Ex. 114 - Does receiving more education lower your chances of getting divorced?  Use Social Explorer to examine two areas with high and low divorce rates in your city to see if educational levels are higher or lower in those areas.

* Click here.  You are on the default map view of the 2000 Census Tract.
* Locate your city on the map by clicking on the tool and typing in your city name (e.g. Los Angeles city).  Select if from the list and click OK to map this point.
* In the category drop-down menu (the second drop-down), select Marital Status.
* In the variable drop-down menu (the third drop-down), select % Divorced.
* Using the zoom in tool, zoom into an area in your city with a high percentage of the population that is divorced.  Save this map to the first slide box in the slideshow tool below the map.
* Click the back arrow at the top of the map view to go back to the zoomed out view of your city.
* Using the zoom in tool, zoom into an area in your city with a low percentage of the population that is divorced.
* You can save this map to the second slide box in the slideshow tool.
* Go back to the first zoomed in map of the area with a higher divorce rate.  In the category drop-down menu, select Education.
* In the variable drop-down menu, look at the different levels of educational attainment for this area.  Based on the colorations in the key on the right-hand side of the map, what is the highest level of educational attainment for this area?
* Follow the same steps for the second map of the area with a low divorce rate (save the zoomed in map to the second slide box in the slideshow tool).
* What is the highest level of educational attainment for this area?
* Do you see a noticeable correlation between the level of education and the rate of divorce in these areas?

Ex. 115 - Certain racial or ethnic populations place more of an emphasis on family life.  Within a Hispanic or Latino household, you are more likely to see multi-generational families living together.  Take a look at the percentage of different individuals within a household in a Hispanic/Latino community using Social Explorer.

* Click here.  You are looking at a map of a Hispanic/Latino community in Miami, Florida.
* Click on the tool at the top of the map view, and select Family Structure from the report drop-down menu.
* Click OK.  Make a point on Census Tract 63.01 and click the Make Report link to the right of the map to generate the report.
* Take a look at the percentage of individual family members under Population in Households By Household Type and Relationship (e.g. Grandchild, Brother or Sister, Parent, or Other Relatives).
* Compare these percentages for this area (tract 63.01) with the county of Miami-Dade, the state of Florida and the United States as a whole.
* Do you notice a higher percentage of other relatives living in a household in this Hispanic/Latino community?

We have created several how-to videos to help you get started using Social Explorer.

Getting Started — Map basics:

Getting Started — Creating reports from a map:

Getting Started — Creating custom reports using the Report tab

Creating and using slideshows:

Discussion: Review the benefits and drawbacks of a relative measure of poverty. The review should also emphasize how the papers written for Lesson 3 would have been different had a different measure of poverty been employed.

Demonstration: Instructor present “% Ratio of Income to Poverty” measure used by Social Explorer, and demonstrate how this ratio is calculated using the current threshold.

Discussion & Demonstration: Instructor will lead a discussion on the slideshow, “Re-conceptualizing Poverty: Eight Case Studies,” which follows-up on the previous slideshow, but uses this different measure of poverty to compensate for the current measure’s shortcomings.

Fianl assignment: Students are to revise and resubmit their 500-750 word paper. The revisions should focus on how their interpretation of the distribution of poverty has changed as a result of using the ratio measure provided by Social Explorer. The paper should also advocate for the measure that they believe most accurately portrays the scope and distribution of poverty.

Before beginning, students should familiarize themselves with generating basic maps in Social Explorer (map basics instructions) and saving them as Power Point files (Power Point instructions).  Students may also use the video tutorials.

Demonstration: Instructor reviews the slide show “Poverty: Eight Case Studies.” These slides describe how the concentration of poverty differs across eight distinct geographic areas.

Student activity: In pairs at computers, students access the Case Studies slide show. Using one region and one urban area of their choice from the slide show, students use Social Explorer to investigate how race, family structure and age correspond to poverty levels. Students then exchange partners, and compare two case studies, identifying similarities and differences.

Class discussion: Groups report the results of their investigations and comparisons. The goal of this discussion should be to confront students’ assumptions regarding poverty, emphasizing specific examples from the data.

Assignment: Students are to write a first draft of a 500-750 word paper (with accompanying Social Explorer slides) that describes the differences and similarities across these areas (race, family structure, and age). This response paper should also explain the likely reasons behind these patterns, drawing from the assigned readings. This paper will be revised at the end of the module (Lesson 4).

Assessment suggestion: Have students use this Final Paper Rubric to self-assess their first drafts of their paper.

Group Assignment: In small groups, students assume the role of demographers that are charged with counting the number of people below the poverty threshold in Cook County, IL. This tally should be based on a relative measure of poverty. Each group should:

1. Identify the information (count of every adult, their income, etc.) they will need create this measure;
2. Outline the steps they will complete in order to present their findings and;
3. Report their hypothetical findings using a histogram that details how they reached their count.

Randomly select a small number of teams (two to three) to present their findings to the whole class. Other groups can compare their findings and how they went about determining them in the discussion.

Non-presenters are encouraged to ask presenting teams questions about the process and implications of their calculation, drawing specifically on criticisms raised in the assigned readings.

Assessment suggestion: Evaluate students’ application of the concept of relative deprivation during the presentations, using this Presentation Rubric.

Students should read prior to class:

• Seccombe, K. (2000). Families in poverty in the 1990s: Trends, causes, consequences, and lessons learned. Journal of Marriage and the Family, 62, 1094-1113
• Brady, D. (2003). Rethinking the sociological measurement of poverty. Social Forces, 81, 715-751.
• Cassidy, J. (2006, April 3) “Relatively deprived: How poor is poor?” The New Yorker.

To ensure understanding after the readings, discuss, as a class or in groups, these questions:

• What measure is currently used to define poverty? What is the history of this measure?
• Currently, at what point is a family of four below the poverty threshold?
• What is an alternative way to calculate the poverty threshold? Describe how one might calculate this alternative.

Assessment suggestion: Gauge students’ comprehension of core concepts during class-wide discussion, using this Discussion Checklist

After clarifying and exploring these understandings in discussion, students (individually or in groups) will complete these assignments:

• Compare the current objective measure to one that would be relatively-defined.
• Speculate what would happen to the number of people defined as poor in a typical American central city.
• Represent what this difference might look like, using a hypothetical histogram that assumes a normal-shaped curve

What exactly is “poverty,” and how do we, as a society, determine who is considered “poor”? This module includes four lessons to explore the meaning of this concept, how it is measured, and alternative ways we might measure poverty.

Learning objectives: After completing this module, the student will be able to:

• Describe the way in which poverty is currently defined, explain the reason this approach is used, and describe its shortcomings and implications
• Explain the differences between objective measures and relative measures of poverty, and argue for one over the other
• Show examples of patterns of concentrated poverty in urban and rural areas, comparing them in terms of social correlates of poverty, using data as evidence
• Provide an explanation for concentrations of poverty in particular areas, connecting concepts from the research with illustrations from the lives of everyday people

Here are four lessons for this module:

1. Readings and Socratic inquiry: Objective and relative measures
2. Create a relative measure of poverty
3. Case studies: Patterns of poverty in urban and rural areas
4. Re-conceptualizing poverty

Final assignment : Students are to write a 500-750 word paper, with accompanying Social Explorer slides, that describes the differences and similarities in patterns of concentrated poverty in different urban and rural areas, including social correlates (race, family structure, and age). The response paper should also explain the likely reasons behind these patterns, drawing on the assigned readings. The paper can be started in Lesson 1, and revised after Lesson 4. After final revisions the paper should explain how their interpretation of the distribution of poverty has changed as a result of using the ratio measure provided by Social Explorer. The paper should also advocate for the measure that they believe most accurately portrays the scope and distribution of poverty.

Assessment suggestions:

• Gauge students’ comprehension of core concepts during whole-class discussion, using this Discussion Checklist (Lesson 1)
• Evaluate students’ application of the concept of relative deprivation during the presentations, using this Presentation Rubric (Lesson 2)
• Evaluate students’ response papers that advocate one measurement of poverty over another, using this Paper Rubric (Final paper)

Readings:

• Seccombe, K. (2000). Families in poverty in the 1990s: Trends, causes, consequences, and lessons learned. Journal of Marriage and the Family, 62, 1094-1113
• Brady, D. (2003). Rethinking the sociological measurement of poverty. Social Forces, 81, 715-751.
• Cassidy, J. (2006, April 3) Relatively deprived: How poor is poor? The New Yorker. Available at: http://www.newyorker.com/archive/2006/04/03/060403fa_fact

Racial segregation has been linked with many social and economic issues affecting communities today. Some social scientists say that segregation is decreasing, while others argue that segregation has not improved or is even getting worse. This lesson examines how we define, identify, and measure segregation. Key questions include:

• What does it mean for a community to be segregated?
• How do we identify and measure segregation?
• Are different groups of people segregated in different ways? are different cities?
• What is the relationship between diversity and segregation ?

In this lesson, you will use Social Explorer and readings to examine segregation in different places in the US, identifying where different populations live, their relationships to one another, and a variety of perspectives about what it means to be segregated. By examining maps and reading an ongoing debate, you will learn how to make an argument for measuring and comparing segregation and diversity in a meaningful and socially relevant way.

1. Segregation in your home town

In SocialExplorer, use the FIND tool to locate your home town. Change the "Population" menu to "Race," and look at the population of each race category, one by one [Tutorial] . Try zooming in or out to see different perspectives. What patterns do you see as you select for different racial groups? Do you see evidence of segregation? of diverse populations living together? What is the evidence? Make your observations as specific as possible.

• Here are some discussion questions for this activity.

Reading: Hypersegregation in the 21st Century (Wilkes & Iceland, 2004) (accessible through JSTOR)

Wilkes and Iceland say that segregation is a "multifacted social phenomena." Their research considers multiple dimensions of residential patterns to determine whether commmunities are "hypersegregated." While their research finds that hypersegregation has decreased in the past decade, Wilkes and Iceland argue that hypersegregation still "warrants continued attention."

• Here are some discussion questions for this reading.

What might Wilkes and Iceland say about the patterns of segregation you identified in your hometown?

2. Compare segregation in different cities

Use SocialExplorer (individually or in groups) to compare the patterns of segregation that you notice in the following cities (map slide shows in SocialExplorer are linked):

• Milwaukee, WI (3 maps for White, African American, Latino populations)
• Birmingham, AL (3 maps for White, African American, Latino populations)
• Salt Lake City, UT (3 maps for White, African American, Latino populations)
• Houston, TX (3 maps for White, African American, Latino populations)

Do some of these cities appear more segregated than others? How can you tell? What similarities and differences do you notice?

Each student select one of these cities and make a report using the REPORT button [image] to compare different census tracts in the city. [Tutorial] (Make sure you are zoomed in close enough to see the tract outlines.) Click on tracts that appear to be very segregated, and others that appear to be integrated, based on the map. In groups, compare what you find for different cities.

• Here are some discussion questions for this activity.

3. The Milwaukee debate: Dissimilarity Index vs. 20/20 Index

Readings (from Milwaukee Journal Sentinel ):

• "Study explodes myth of area’s segregation"
• "Life in Milwaukee, black and white"
• "Complaints not really about our methodology"
• Letters-to-the-Editor

These articles describe a debate about how best to measure segregation and/or integration, as well as a debate about Milwaukee. What are the differences between the "Dissimilarity Index" and the "20/20 Index" as described in these articles? What are the UWM researchers’ criticisms of the Dissimilarity Index? What are the arguments against the "20/20" approach? How do these different measure relate to the views of everyday people expressed in the letters to the editor? Discuss how these differences relate to the observations of segregation that you have made using SocialExplorer in different cities.

• Here are some additional discussion questions for this activity.

4. Assignment: Applying these concepts

Write an essay comparing levels of diversity in three neighborhoods in your area, and use SocialExplorer to make maps and reports for each one. Choose the following neighborhoods:

1. a very diverse neighborhood
2. a neighborhood that is not diverse
3. the neighborhood in which you live

In your description, answer the following questions:

• How did you define "neighborhood" for this essay, and why?
• How did you define segregation and integration for this essay, and why?
• What data support your claims about each area? Create reports in SocialExplorer and reference the data in your essay.
• How would you respond to criticisms of your approach, such as those found in the readings about the Dissimilarity and 20-20 indices? Defend your approach.

Here is a suggested assessment rubric for this essay.

These articles describe a debate about how best to measure segregation and/or integration, as well as a debate about life in Milwaukee.

Readings (from Milwaukee Journal Sentinel):

• “Study explodes myth of area’s segregation”
• “Life in Milwaukee, black and white”
• “Complaints not really about our methodology” (PDF)
• Letters-to-the-Editor (eight separate links)

Student Activity: Use SocialExplorer (individually or in groups) to compare the patterns of segregation that you observe in the following cities (map slide shows in SocialExplorer are linked):

• Milwaukee, WI (3 maps for White, African American, Latino populations)
• Birmingham, AL (3 maps for White, African American, Latino populations)
• Salt Lake City, UT (3 maps for White, African American, Latino populations)
• Houston, TX (3 maps for White, African American, Latino populations)

Do some of these cities appear more segregated than others? How can you tell? What similarities and differences do you notice?

Each student (or group) select one of these cities and make a report using the REPORT button to compare different census tracts in the city.  (Click here for detailed instructions on using the maps, or here for a video tutorial.) Make sure you are zoomed in close enough to see the tract outlines. Click on tracts that appear to be very segregated, and others that appear to be integrated, based on the map. In groups, compare what you find for different cities.

Discussion: Here are some discussion questions for this activity:

• Are some cities more segregated than others? How can you tell?
• How are the types of segregation found in these cities similar? How are they different? How would you explain these differences?
• What do you notice about the segregation in these cities as you look back in time? Have the cities been segregated for a long time? Has there been some change in the degree of segregation? To what might you attribute these changes?

Student Activity: In Social Explorer, use the FIND tool to locate your hometown. In the second drop down menu, select “Race,” and look at the population of each race category in the third drop down menu. (Click here for detailed instructions on using the maps, or here for a video tutorial.) Try zooming in or out to see different perspectives. What patterns do you see as you select different racial groups? Do you see evidence of segregation? of diverse populations living together? What is the evidence? Make your observations as specific as possible.

Discussion: Here are some discussion questions for groups during this activity:

• Compare levels of diversity in different neighborhoods in your hometown. Is your hometown segregated?
• How are you defining segregation?
• What does segregation “look like” on the map?

Reading: Hypersegregation in the 21st Century (Wilkes & Iceland, 2004) (accessible through JSTOR)

Wilkes and Iceland state that segregation is a “multifacted social phenomena.” Their research considers multiple dimensions of residential patterns to determine whether commmunities are “hypersegregated.” While their research finds that hypersegregation has decreased in the past decade, Wilkes and Iceland argue that hypersegregation still “warrants continued attention.”

Class Discussion: Here are some discussion questions for this reading:

• How would you describe the differences among the five dimensions of segregation - evenness, exposure, concentration, clustering, and centralization?
• What is the difference between segregation and “hypersegregation?”
• When the authors “controlled for factors such as income, nativity, region, and economic activity, [they], found that blacks continued to be significantly more segregated than Hispanics (and Native Americans)…” What does this suggest about the nature of segregation in urban areas?
• Given the information presented in the article, how would you define the problem of segregation?

What might Wilkes and Iceland say about the patterns of segregation you identified in your hometown?

Extension Activity: What is a policy that has been implemented in your hometown to address issues of segregation? What would Wilkes & Iceland say about this policy? Does it address the issues they raise in their article? If yes, how so? If no, what issues did the policy overlook, according to the material presented in the article?

Racial segregation has been linked with many social and economic issues affecting communities today. Some social scientists say that segregation is decreasing, while others argue that segregation has not improved or is even getting worse. This lesson examines how we define, identify, and measure segregation. Key questions include:

• What does it mean for a community to be segregated?
• What does segregation “look like”?
• Are different groups of people segregated in different ways? are different cities?
• What is the relationship between diversity and segregation?

In this lesson, students use Social Explorer and readings to examine segregation in different places in the US, identifying where different populations live, their relationships to one another, and a variety of perspectives about what it means to be segregated. By examining an ongoing debate and census data, you will learn how to make an argument for measuring and comparing segregation and diversity in a meaningful and socially relevant way.

Here are three lessons, including readings and research assignments using Social Explorer:

1. Segregation in your hometown
2. Compare segregation in different cities
3. The Milwaukee debate: How segregated are we?

Here are the first two curriculum modules for Social Explorer ! Please post comments and suggestions that you think would be helpful for others teaching the module, or share your experiences from your class.

Module 1: Segregation and Diversity in American Cities

Module 2: Who Are the "Poor"? Re-examining the Poverty Threshold

Creating a Slideshow

We then clicked on a blank space in the slideshow bar to add that view of the map to the slideshow, then changed the year to the 1990 census tract. We added this view to the slideshow as well, and repeated this for the 1980 and 1970 censuses.

Making a Report

Here we are making a report from the 1970 map. We clicked the “Report” button at the top of the map, then chose Industry as the subject for our report.

We chose to select an area by placing points. We clicked to place points in the census tracts we were interested in.

We then clicked “Make Report.” Here is the report that resulted.

The American Community Survey (ACS) is an annual survey designed to replace the long-form census.

The long-form census is sent out to some households during the census every ten years, and contains more detailed questions than the short-form census.

The ACS will be taken every year, to provide more consistant ongoing information and to allow the census to focus on counting the population. It will be used to help develop programs and services for communites. Information for smaller communities will need to be averaged over 3-5 years to provide more accurate and reliable data

For the Decennial Censuses, the Census Bureau has for many years conducted effectively two surveys, one 100% survey, in which every single person in the country is supposed to be accounted for, and one sample survey which is done for a random selection of households. For Census 2000 the sample survey was done for 1 in every 6 households.

One of the reasons the Census Bureau has done this is because the sample survey has many more questions than the 100% count, and it would simply be too expensive to do it for every household and is mostly unnecessary, because the sample in the sample survey is so large the numbers are very close to the 100% count anyway. The sample survey however contains a much more detailed profile of US than the 100% survey which only asks several questions such as sex, age, race.

These “surveys” are then processed into summary counts or files.

Census 2000

For Census 2000, the Census Bureau has produced four Summary Files (SF). The first two (SF 1/2) are based on the 100% sample and the later two are based on the sample survey (SF 3/4).

So technically speaking, if the data you are looking for is located in the first two summary files (SF1/2), you should use those numbers, because they are more “accurate”, otherwise you have to use SF 3/4.

What is in SF2/4?

Most people have never used these two Summary Files (SF) because they are somewhat more complicated.  They basically contain the same data tables as SF1/3 respectively, but the tables are iterated for 336 race and ancestry categories. For example, if you are interested in Household Income for Japanese people, you would use SF 4. SF 2/4 provide data down to Census Tract level.

Census 1990

For Census 1990 the Census Bureau has produced four Summary Tape Files (STF). They are equivalent to the Summary Files in Census 2000.  Summary Tape File 1/2 (STF 1/2) contains 100% data on age, race, sex, marital status, Hispanic origin, household type and relationship, occupancy/vacancy status, tenure, units in structure, contract rent, meals included in rent, value, and number of rooms. Summary Tape File 3/4 (STF 3/4) contains sample data weighted to represent total population. Again as in Census 2000, STF 2/4 data tables are iterated by detailed race and ancestry categories.

Census geography is organized on a number of different levels. Some of the levels fit completely within one another, while others may cross the boundary of a larger level.

The basic hierarchical organization of census geography is Nation > States > Counties > County Sub-Divisions > Census Tracts > Block Groups > Blocks, with each level nested completely within its predecessor.

These levels cover all areas in the United States, and added up, their populations equal the entire population of the United States. Other levels, such as places, can cross the boundaries of other levels, and some, such as ZIP codes, do not cover all areas of the United States. ZIP codes only cover those where mail is delivered.

The diagram above shows the relationships between different levels of census geographies. A line between two levels represents a hierarchical relationship between them, meaning that the larger, generally displayed near the top of the diagram, can be subdivided into the smaller level.

Image from http://www.census.gov/geo/www/geodiagram.pdf

A Snapshot of the Nation

The official U.S. Census is described in Article I, Section 2 of the Constitution of the United States. It calls for an actual enumeration of the people every ten years, to be used for apportionment of seats in the House of Representatives among the states. The first official Census was conducted in 1790 under Thomas Jefferson, who was the Secretary of State. That census, taken by U.S. marshals on horseback, counted 3.9 million inhabitants. Since that time, the decennial Census has been conducted every ten years, generally on April 1 in years ending in a zero.

– The Census Bureau

Besides providing information needed for congressional and state legislative redistricting and distribution of funds for government programs, Census data are used in many other ways. Census data are used extensively in marketing applications, supplementing smaller surveys, cooking up estimate and projection numbers, helping scholarly researchers learn more about residents and neighborhoods and many other uses. Census data are available for many levels of geography, including states, counties, cities and towns, ZIP codes, census tracts (neighborhoods) and blocks.  In Census 2000, there are a total of 114 geographic levels, and about 2.4 million potential variables down to Census Tract level. Given the vast amount and coverage of these data, it is easy to get lost in all these datasets.

About

This is the main page for Social Explorer. The blue bar at the top lets you navigate to different sections of the site.

Hint: Click on images to enlarge.

The blue bar contains buttons that take you to the different sections. The “Home” tab takes you to the main page, shown above.

The “Maps” tab takes you to the main maps page, where you can select the data sets to view maps from, and then browse the maps.

The “Reports” tab takes you to the main reports page, where you can select the census year to create reports from, and then view and download data.

The “Blog” tab takes you to the Social Explorer blog, with news and information about Social Explorer.

The “Help” tab takes you to the help system, where you are now.

The “Contact” tab takes you to contact information for Social Explorer.

Sections

The two main parts of Social Explorer are maps and reports.

Maps

The maps section of Social Explorer allows you to visualize thousands of variables of data.

Social Explorer maps present census data in a clear, visually comprehensible manner. Maps can be made on a variety of subjects with data from several censuses. Maps can then be used to make reports or slideshows, which can be exported to other programs.

To open the map application, click on the “Maps” tab on the blue bar at the top of the home screen, then select the group of censuses you would like to use.

Below is an overview of the tools available in the map application.

1. Map title - shows what map is currently visible or the title of your slideshow
2. File menu - links to various tools
3. Previous or Next Map - allows you to navigate between maps
4. Initial View - returns you to the default map
5. Print - allows you to print your map
6. Find - allows you to search for a certain area or address
7. Navigational Tools - allows you to zoom in, zoom out, or pan
8. Report - creates a report with a table of the chosen data in the selected area
9. Legend Menus - allow you to chose a census to report the data from, what kind of data is being shown, and how to show that data
10. Slideshow - allows you to create a slideshow of different maps
11. Legend - shows what kind of data is being shown and how it is represented on the map
12. Slideshow Controls - plays back the slideshow

Reports

Social Explorer allows you to create reports comparing a variety of subjects in multiple areas and download data for further processing.

The amount of data you have access to varies with your subscription level.

To open the Reports application, click on the “Reports” tab on the blue bar, then select the group of censuses you would like to use.

You will be taken to a page where you can begin to create your report. Learn more here.

FAQ

1. How do I view/browse maps?
   Select the maps tab from the blue bar at the top of the main page, then select the set of data you would like to use. Learn more here.
2. What data is available?
   For a list of available maps and data, please click here.
3. How do I look up statistics for a place?
   Data for places, such as towns or cities, can be found on the Census Places geography level. You must be a subscriber to use this feature.
4. How do I download data?
   After creating a report, choose the “download data” tab. Learn more here.
5. How do I print a map?
   Push the print button, or select “Print” from the file menu. Learn more here.
6. How do I download a map as an image?
   Press the print button or select “Print” from the file menu, then right-click on the image and choose “Save.” Learn more here.

�

Saving

You must have an account and be logged in to save a map.

To save, go to the file menu and choose Save or Save As, if your map is not already named.

Opening

To open a previously saved map, go to the file menu and choose “Open.” Select the map you wish to open from the menu that appears. You can also open other people’s maps that are saved publicly.

Sharing

To share a map, check the box that says “allow everyone to view this project” when saving. To share a map after saving it, choose “Sharing…” from the file menu and check the box in the window that appears.

Here is an example of creating a report. First we choose the census year to use from the main reports page. We are using the 1930 census.

Then we select the geographies. We chose to select the geographies from the list. We selected “State” for geographic type, then selected Arizona and clicked “Add.”

We then went back and chose “County” for the geographic type. We chose Arizona for the state again, selected three counties by clicking and dragging, and pressed “Add.” We then pressed “Next.”

Alternately, we could have chosen to enter the geographies with FIPS codes. In that case, we would have pressed the “FIPS Codes” tab at the top of the page.

Then we selected the geographic type “State,” entered “04″ for Arizona.

Then we pressed “Add.”

We then went back, selected “County” for the geography type, and entered “04001,” “04003,” and “04005,” for Apache, Cochise, and Coconino counties. Note that the county codes are all preceded by 04, the state code.

We then pressed “Next.”

We were taken to the page where you select the subject of the report. We chose to use a report of pre-selected tables. We chose Age and pressed “Add,” then went back and chose Literacy too. Then we pressed “Show Result.”

This is the report that was created.

When you have created your report, you can download the data in CSV format, which can then be opened in Microsoft Excel and other programs, or choose to download straight to Excel.

To use the CSV format, start by clicking the “Download Data” tab from the results page, circled below.

Then click on the blue link under “Download data by geography type.”

A box will come up, asking what to do with the file. Choose the program you want to open the files in and press “OK.”

Your data will appear in the program you selected.

To download straight to Microsoft Excel, choose the “Excel” tab from the results page.

Select the version of Excel you would like to download to from the bottom of the screen.

Social Explorer allows you to create reports comparing a variety of subjects in multiple areas and download data for further processing.

To open the Reports application, click on the “Reports” tab on the blue bar, then select the census year you would like to use. You will be taken to a page where you can begin to create your report.

Creating a Report

After you select a census year, creating a report is divided into three steps: selecting geographies, selecting tables and results. The steps are outlined on the “You are Here” bar at the top of each page. You can always go back to previous steps and change your selections by clicking on the appropriate step in the “You are Here” bar.

Selecting Geographies

The first step in creating a report is selecting the geographies you would like to get data for. You can select the geographies either from a list or by entering the Federal Information Processing Standard (FIPS) codes. FIPS codes provide unique identifications of each geography and can be strung together to form a unique ID for every geography on all geographic levels (with a few minor exceptions in 2000 where the census id is used instead). For example, each state has a unique FIPS code, and each county within each state has a unique code (they may repeat between states though). Putting them together, a state FIPS code (2 digits) followed by a county FIPS code (3 digits), creates a unique identifier such as ‘36047‘ for Kings county in New York State. This is often the preferred method used by professionals to identify geographies.

Creating a Slideshow

With the slideshow tool, you can easily create slideshows of different maps. Just click in the blank spaces in the slideshow bar, and the current view of the map will be added to the slideshow. After putting your view of the map in the slideshow, you can change the view by zooming, panning, or changing the year or subject in the legend, and then add the new view to the slideshow by clicking the next blank space. You can then play it or export it to PowerPoint.

The box in the lower right-hand corner of the window contains the controls for the slideshow.

Playing a Slideshow

The box in the lower right-hand corner of the window contains the controls for the slideshow.

1. These buttons allow you to pause, play, rewind, and fast foward the slideshow
2. This allows you to control how the slideshow plays. If the man is standing still, then the slides flip through one at a time. If the man is running, then the slides fade in and out.
3. This lets you put the slideshow on repeat.
4. This controls the speed of the slideshow.

Saving a Slideshow

You must have an account and be logged in to save your slideshow. If you are logged in, go to the file menu and choose Save or Save As to save.

A box will open where you can enter the title of your slideshow and choose whether to save it publicly or privately.

Sharing a Slideshow

To share a slideshow, check the box that says “allow everyone to view this project” when saving. To share a slideshow after saving it, choose “Sharing…” from the file menu and check the box in the window that appears.

Opening a Slideshow

Make sure that you are signed in. From the file menu, choose “Open.” A box will appear with a list of all your saved slideshows. To open one of your saved slideshows, select it from the list. To open a publicly save slideshow, choose the yellow “All Public” tab, and select a slideshow from that list.

Exporting a Slideshow to PowerPoint

To export to PowerPoint, after creating a slideshow, choose “Export to PowerPoint” from the file menu.

You will be asked to title your slideshow. Enter your title into the space and press “OK.”

A new window will open, asking you what to do with this file. Choose to open with PowerPoint and press “OK,” and PowerPoint will automatically open with your slideshow.

Once in PowerPoint, you can set up the transitions for your slideshow. Go to “Slide Show” on the menu bar in PowerPoint, and choose “Slide Transition” (Step 1 in the diagram below). A bar will appear on the right-hand side of the window, where you can choose the type of transition and whether the slide will transition manually or automatically (Step 2 below). Choose “Apply to All Slides” (Step 3 below) to set it for the entire slideshow.

Learn how to export a map as an image file here.

With Social Explorer, it’s easy to turn your demographic map into a data table. After you have made your map, just press “Report” on the toolbar above the map.

Note: Your report will contain the data for the geographies with black outlines on the maps. So, for example, even though data for the counties appears in colors on the map below, the report for this map would list data for the states because only the state outlines are visible.

Step 1

In the box that appears, select a report you wish to generate. There are several reports to choose from (usually 10 to 15) that cover most data users are interested in. Once your report is made, you may change census table selections to add any additional data you may be interested in. You may also modify the geography selections. For more info on this click here.

Step 2

Choose how you would like to select the area. You can either draw a circle around the desired area, or place points on the map. The circle tool will include all areas touching the circle, not just those inside it. It will not cookie cut and allocate areas.

Step 3

Select the desired area by drawing a circle or placing dots in areas of interest. You can still change the view of the map while selecting areas by using the zoom and pan tools, just switch to a navigation tool and then revert back to the report tool when you have readjusted your area.

To select using a circle, click and drag until the circle encompasses the desired area, then let go.

To select using points, click in each desired area. To end selection when using points, double-click or press “Make Report” in the Report Help box to the right of the map.

If you are using the “circle” selection tool, as soon as you have selected the circle, a window will pop up containing your report and a map showing which areas you have selected.  If you are using the “points” selection tool, you must either double click to end your selection and bring up the report or click on the “Make Report” button on the helper sidebar to the right. You may also choose to click on the “Cancel Report” button to exit the report tool.

The maps section of Social Explorer allows you to visualize thousands of variables of data.

Social Explorer maps present census data in a clear, visually comprehensible manner. Maps can be made on a variety of subjects with data from several censuses. Maps can then be used to make reports or slideshows, which can be exported to other programs.

To open the map application, click on the “Maps” button on the blue bar at the top of the home screen, then select the group of censuses you would like to use.

Below is an overview of the tools available in the map application.

Navigation

Browsing

Social Explorer makes it easy to navigate maps using 3 tools: zoom-in, zoom-out and pan.

To zoom into an area, you can click on the map while the zoom tool is selected, or you can click and drag a rectagle around the desired area, as shown below.

As you zoom, smaller geographic areas will appear. For example, in the default view, information for counties will be displayed. As you zoom to a smaller area, information for census tracts and other smaller regions will appear.

To zoom out, select the zoom out tool and click on the map. To move your view of the map without changing the zoom level, select the pan tool and then click and drag.

Hint: You can hold the “space” key to pan at any time. To temporarily switch from zoom in to zoom out, hold the “Ctrl” key.

Initial View

The initial view button returns you to the default view that was first shown of the continental United States.

Understanding the Legend

Choosing a map

Select the area you want data for using the navigation tools.

Choose the census you want the data to come from, from the first menu at the top of the legend.

Then choose the subject of the data that will be shown on the map, from the second menu.

From the third menu, choose a more specific subject. You can also choose “no data map” to get a clearer view of the geography of your map.

Printing

To print, press the “print” button at the top of the map or choose “Print” from the file menu.

You will be taken to a simplified, printer-friendly version of your map and the legend.

Downloading a Map as an Image File

To export your map to an image file, press the “Print” button.

Then right-click the image of your map on the printer-friendly page and choose “Save As.”

Learn how to export a slideshow to PowerPoint here.

Creating A Report

Welcome to the Social Explorer Help System.

Social Explorer is a detailed reference tool for current and historical Census data from 1790 to the present. Our tools allow you to explore Census data visually through the use of interactive data maps.  You can also browse and download Census data in convenient formats for offline processing.

You can explore the data through interactive, thematic maps of 210 years of Census data, then, depending on your research interests, you can create reports to see numbers and percent breakdowns. Alternatively, you can go directly to our reports section and choose the data you wish to view or download. Social Explorer also allows you to create and export animated map slideshows, which are very convenient for viewing data over time and making presentations.

How-To Videos:

Getting Started — Map basics:

Click here to see all how-to videos.

Advantages of Social Explorer

• Social Explorer provides historical census data that is hard to obtain or requires extensive processing to make use of.  This is particularly true of the 1790 through 1980 data sets. The Census Bureau provides 1990 and 2000 but the visualization tools are limited, there are no percent breakdowns and download for offline processing is somewhat cumbersome. For anything earlier than 1990 it gets even more complicated. For example, to get Census tracts for 1980, one must combine pieces of tracts, which are split by the Places geographic level, and keep track of suppression flags at the same time (this, in effect, turns into partial suppression). For 1970, things get even worse. There are suppression flags built into the data sets (-1 and -2 are used as suppression flags throughout), so aggregation becomes more difficult. We have extracted and preserved these suppression flags and normalized the data so it can be aggregated. We have also created universe and sub-universe variables for all data sets. We have spent years processing these historical data to make it easy to use for you.
• Social Explorer provides easy to use tools for visual exploration of Census data: maps and reports. With these interactive online tools, you can visually explore change over time, and download the data of your interest for offline processing, as many researchers do across the country.

Accessing Social Explorer

Social Explorer provides two levels of access.

• Public Edition: Free of charge and contains a limited number of maps and reports/data for Census 2000 only.
• Subscription edition which has an annual fee, depending on the type and size of institution or business. This is our full edition with access to all maps, reports and data.

For a list of available data, please click here.

For documentation on each survey click here

Additional Help

Some of the material in these additional resources is a bit out of date, but most of it is still relevant:

• Map features and usage animation
• Report features and usage animation
• Edward Herman, of the University of Buffalo, has created a helpful guide to Social Explorer which can be found here [PDF].