Population and urban geography using the Census data Shelagh Waddington Department of Geography Maynooth University

Outline Using on-line Census data – International – National and local data Census 2011 Change over time using – historic maps – Census

Why use the Census data? Valuable source of information relating to: syllabi – current Junior Cert – Leaving Cert – new junior cycle allows use of local area information – can be up-dated – can be used to look at change over time can be used for fieldwork exercises accessible and FREE!! 3

Syllabus topics Junior Cert. Unit B 1: Population: Distribution, diversity and change Key idea (iii) Characteristics of population groupings Leaving Cert. Students should study recent Census returns for Ireland; demographic structure of the population; Investigation possibilities, e.g. 2013: A local demographic study 4

Skills developed using Census data 5 Current JC Geography programme LC Geography programmeRevised Junior Cycle programme [Key skills] Use and interpretation of information sources: figures, statistics, electronic Information gathering: figures, statistics, ICT Literacy Presentation and communication of ideas: figures, statistics, written Presentation and communication of ideas: figures, statistics, written Numeracy Collecting, recording, analysing, interpreting information Investigative skills: using secondary sources of information Managing information and thinking Synthesising and evaluating information Synthesise, analyse, interpret and evaluate information Working with others Social skills: working alone, in groups, teamwork, verbal communication Social skills: working alone, in groups, teamwork, verbal communication Communicating Using digital technology

6 At an international level

7 At the local level: What the text books suggest

Small Areas in Census 2011 Small areas: Census returns for areas with 50 to 200 houses; makes it possible for children to use data relating to their own home area; available for the whole country; same data as for Electoral Divisions and National area. 8

What does this look like? You may use these figures to draw a population pyramid using Excel It is quite easy, but you do need to learn how to do it! – Google will provide possibilities – Or you can me for my version Your students will be able to do this for themselves if they have reasonable ICT skills, if not there is an alternative! 9

What information do you get? Theme 1: Sex, age and marital status Theme 2: Migration, Ethnicity and Religion Theme 3: Irish language Theme 4: Families Theme 5: Private Households Theme 6: Housing Theme 7: Communal Establishments Theme 8: Principal Status Theme 9: Social Class and Socio-Economic Group Theme 10: Education Theme 11: Commuting Theme 12: Disability, carers and general health Theme 13: Occupation Theme 14: Industries Theme 15: PC and Internet Access 10

How do you get the information Using the SAPMap 11

Small Area data 12

And when you click on more 13

Population table 14

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Using another theme 16

Working with historic data Access to historic maps and able to compare these with modern maps and imagery – OSi website – Scoilnet Maps Census 1901 and 1911 now available on-line – information for individual households 17

Syllabus topics Junior Cert. Unit B3: Settlement: changing patterns in where we live.. Key idea v) Settlement may change in function over time Unit B4: Urbanisation: Key idea i) The growth of towns and cities has occurred.... Key idea vi) The rapid pace of social and economic change within...cities Leaving Cert. Elective 5: Patterns and processes of human environment Statement 1: focuses the study on how population characteristics change over time, recommends study of Census material 5.4 relates to development of settlement over time 18

Skills potentially developed using historical and present day information 19 Current JC geography programme LC Geography programmeRevised Junior Cycle programme [Key skills] Use and interpretation of information sources: figures, statistics, electronic Information gathering: figures, statistics, ICT Literacy Presentation and communication of ideas: figures, statistics, written Presentation and communication of ideas: figures, statistics, written Numeracy Collecting, recording, analysing, interpreting information Investigative skills: using secondary sources of information Managing information and thinking Synthesising and evaluating information Synthesise, analyse, interpret and evaluate information Working with others Social skills: working alone, in groups, teamwork, verbal communication Social skills: working alone, in groups, teamwork, verbal communication Communicating

OSi imagery 20 This may be used to overlay historic and modern maps You can also see aerial images from a number of different years Unfortunately these maps are copyright and so you can’t print them out for your students – unlike Scoilnetmaps

A few suggestions for using old and modern maps Look carefully at the two maps which cover the same area of Maynooth and then answer the following questions: How many grid squares does the town cover in 1911? How many grid squares does the town cover in 2005? Shade the new areas of Maynooth on Map 1 [Use light pencil shading or a highlighter] What is the same on both maps? Make a list of the things which have changed between 1911 and

Using the 1911 Census 1901 and 1911 Census data available in the National Archives Available information Form A: Household Return Form, filled in and signed by the head of the household Form N: Enumerator’s Abstract - number of houses, the number of occupants of each house, by sex and religious denominations Form B1: House and Building Return Form B2: Out-offices and Farm-Steadings Return 22

Form A: Household return form 23

Fortunately... 24

25 Former former court house

Professions of residents of Convent Lane,

Questions or comments? If you want the ‘Population Pyramid’ guidelines or any other information please contact me at: 27