Students share where they think people immigrate from to Texas. Then students learn about some of the results of the 2020 U.S. Census relating to Texas. Next they learn some of the uses of the Census data, and they analyze what information they would use to plan a bilingual educational program. Finally they research a cultural or ethnic group in Texas and write a report.
Students read an introduction to how immigration and migration are changing the demographics of Texas and learn key vocabulary related to population and culture. They then respond to a word cloud prompt by listing the countries or states of origin of immigrants or migrants in their families who first arrived in Texas.
Teacher MovesPreview the lesson overview and objectives, introduce and clarify the vocabulary terms, and explain that students may have multiple places of origin in their family histories. Review the word cloud responses with the class, ask if any results are surprising, prompt students to consider how many generations their families have been in Texas, and invite volunteers to share information about their ethnic backgrounds.
Students read information about the 2020 U.S. Census and key demographic statistics for Texas, including age, ethnicity, immigration, language, and education levels. They respond to a word cloud by guessing the third most common language spoken in Texas homes. Students then explore additional data from U.S. Census Bureau: State Facts for Students and post an interesting Texas demographic fact to a shared class chart.
Teacher MovesHighlight how census data is used to understand population growth and change in Texas. After students submit their language guesses, reveal that Vietnamese, followed by Chinese, is the third most common home language. Prompt students to share and discuss surprising or notable facts from the class chart, then organize them into small groups in preparation for the next two scenes.
In small groups, students read about how census information—especially population growth rates, age distribution, and ethnic composition—helps governments plan services such as schools, healthcare, transportation, and recreation. They learn that Texas has a relatively young population and a rapidly growing Hispanic population. Each group then imagines they are designing a bilingual program for Texas schools and posts a group response explaining which 2020 census facts they would use and why.
Teacher MovesClarify how specific demographic data (age, location, language, and ethnicity) informs planning for public services and bilingual education. Monitor group discussions, support students in connecting census facts to program needs, and share one or more strong or interesting group responses with the class to deepen understanding and spark discussion.
Working in small groups, students research a cultural or ethnic group in Texas using online sources. They write an informational text that may include demographic facts about the group, its customs and traditions, celebrations and holidays, contributions to Texas, and relevant visuals such as a photograph or map. Groups post their texts or links to them on a shared discussion wall, then read other groups’ work and respond to at least two texts with a question or positive comment.
Teacher MovesAssign or approve cultural or ethnic groups for research, ensuring they are relevant to the class or community. Set clear expectations and a time frame for research and writing, and optionally plan for oral presentations. Support students in locating reliable information and organizing it into an effective informational text. Encourage constructive peer feedback as groups read and respond to one another’s work.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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