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Historical Inquiry with
The Statistical Atlas of the United States (1870)
Population Maps
About the Historical Document
The Statistical Atlas of the United States Based on the Results of the Ninth Census 1870
was published in 1874 and compiled under the authority of Congress by Francis A.
Walker, M.A., the superintendent of the ninth Census and a professor of political economy and history at the Sheffield Scientific School of Yale College (now Yale University).
As stated on its title page, the document includes “contributions from many eminent
men of science and several departments of the government.”
Walker supervised the Census using scientific methods and sought to make the Census
information gathered more accessible to the general public by producing the Statistical
Atlas, which provides explanations and charts and maps of the data collected. He
expanded the amount of information collected in the Census and applied statistical
techniques to more accurately reflect the development of the United States after the
Civil War.
The page of the Statistical Atlas used in this activity is “The Progress of the Nation
1790-1820, Maps…of the Population of the United States,” which includes four maps
of U.S. population density and distribution based on the 1790 (first), 1800 (second),
1810 (third), and 1820 (fourth) Censuses, respectively. The optional extension activity
uses similar maps for the 1830 (fifth), 1840 (sixth), 1850 (seventh), 1860 (eighth),
and 1870 (ninth) Censuses.

Uses for This Activity
This activity allows students to see maps depicting the best data available for the U.S.
population at the time and practice historical inquiry skills. The activity may be used
as a way to introduce early migration or as a supplemental activity.

Standards and Benchmarks

(see page 11)

Grade Level
8-12

© 2015, Federal Reserve Bank of St. Louis. Permission is granted to reprint or photocopy this lesson in its entirety for
educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, www.stlouisfed.org/education.

Historical Inquiry with the SA (1870) Population Maps
Materials
•

Internet access and a whiteboard to display the following PDFs of pages in the
Statistical Atlas of the United States Based on the Results of the Ninth Census
1870:
NOTE: PDFs are provided because they have better resolution than the Statistical
Atlas online version. The full Statistical Atlas is available at the Federal Reserve
online archive, FRASER®; https://fraser.stlouisfed.org/title/64. Reference Maps 1
and 2 (at the end of this activity) correspond to PDFs 1 and 2 and are provided
as samples of the maps’ composition.
•

PDF 1 (page Pl.XVI, “The Progress of the Nation 1790-1820, Maps…of the
Population of the United States“ [page 65 in the online version]);
https://www.stlouisfed.org/~/media/Education/Lessons/pdf/maps/
PDF1_SA1790_1860Maps.pdf (Reference Map 1)

•

(Optional) PDF 2 (page Pl.XVIa, “The Progress of the Nation—1830 and
1840” [page 66 in the online version]);
https://www.stlouisfed.org/~/media/Education/Lessons/pdf/maps/
PDF2_SA1830_40Maps.pdf (Reference Map 2)

•

(Optional) PDF 3 (page Pl.XVII, “The Progress of the Nation—1850” [page
67 in the online version]);
https://www.stlouisfed.org/~/media/Education/Lessons/pdf/maps/
PDF3_SA1850Map.pdf

•

(Optional) PDF 4 (page Pl.XVIIa, “The Progress of the Nation—1860”
[page 68 in the online version]);
https://www.stlouisfed.org/~/media/Education/Lessons/pdf/maps/
PDF4_SA1860Map.pdf

•

(Optional) PDF 5 (page Pl.XVIII [top left-hand corner]/Pl.XIX [top right-hand
corner], “Constitutional Population” 1870 [page 68 in the online version]);
https://www.stlouisfed.org/~/media/Education/Lessons/pdf/maps/
PDF5_SA1870Map.pdf

•

Handout 1, one copy for each student

•

Handout 1—Answer Key, one copy for the teacher

•

If using the optional extension activity, Handout 2, one copy for each student

Procedure
1.

Display PDF 1: SA1790-1820 Maps (see the Materials section for the PDF URL). Explain
to the students that this is a primary source document. It is a collection of maps of
the U.S. population from a document called the Statistical Atlas of the United States
Based on the Results of the Ninth Census 1870. In this activity, they will practice historical inquiry by examining the maps and answering questions about them. Explain
the following:

Historical Inquiry with the SA (1870) Population Maps

•

The Statistical Atlas was published in 1874 and is considered a watershed
moment for statistics in the United States, bringing the United States on a par
with our European counterparts.

•

The maps were created using data from the first four Censuses that were conducted as mandated by the U.S. Constitution.

•

Maps of these data had not previously been produced for public use.

•

The scale shows five degrees, or categories, of density and distribution of the
population within the territory east of the 100th meridian.

•

The five color-coded and numbered (with Roman numerals) categories of density
indicate the number of inhabitants per square mile.

•

Cities with more than 8,000 inhabitants are marked by solid color circles (e.g.,
Boston). The sizes of the circles are relative to the sizes of the cities. The bigger
the circle, the bigger the city and vice versa.

•

Article I, section 2 of the Constitution specifies that Indians (now called “Native
Americans”) who were not taxed were to be excluded from the enumeration that
became the Census. Native American families that had renounced tribal rule and
lived under state or territory laws exercised the rights of citizens and were enumerated. In this and other places in this Statistical Atlas, such Native Americans are
referred to as “civilized.” All Native Americans were not given the right of U.S.
citizenship until 1924. More information regarding Native American enumeration
can be found at the following website:
http://www.archives.gov/publications/prologue/2006/summer/indian-census.html.

Continue to display PDF 1. Distribute a copy of Handout 1: Historical Inquiry to each
student. Have the students work in pairs and instruct them to look at the maps
together and answer the questions on Handout 1. After students complete the activity,
discuss their findings; refer to the Handout 1—Answer Key as needed.

Assessment
3.

Instruct the students to write an essay that (i) summarizes their findings and (ii) provides evidence gathered from this inquiry and classroom learning that supports their
findings.

Extension (Optional)
4.

Distribute a copy of Handout 2: Historical Inquiry Extension to each student and display
each of the following PDFs of maps from the Statistical Atlas in order (see the Materials
section for the PDF URLs). Have students compare the maps, including the population
center for each Census (the single stars, which have moved over time) and population
changes in general and answer the questions on Handout 2.

Historical Inquiry with the SA (1870) Population Maps
•

PDF 2: SA1830-40 Maps. Explain that these two maps were created using the
data from the fifth U.S. Census in 1830 and the sixth U.S. Census in 1840.

•

PDF 3: SA1850 Map. Explain that this map was created using the data from the
seventh U.S. Census in 1850.

•

PDF 4: SA1860 Map. Explain that this map was created using the data from the
eighth U.S. Census in 1860.

•

PDF 5: SA1870 Map. Explain that this map was created using the data from the
ninth U.S. Census in 1870.

Historical Inquiry with the SA (1870) Population Maps
Handout 1: Historical Inquiry
Observe
1.

What is the time period of this document?

What do you first notice about this document?

Describe what you see in this document.

What is (are) the source(s) of information for this document?

What does the legend (if there is one) tell you about this document?

Is there anything that does not look like it belongs in this document?

Reflect
7.

Who was the audience for this document?

Why is this document important?

What did the author(s) intend to communicate with this document?

10. How might this document be biased?
11. What can you learn from examining this document?
12. Is there anything significant missing from this document?
13. Why was this document likely made?
Question
14. What does this document tell you about the United States and the world at this time?
15. Where can you find further information related to topics addressed in this document?
Analyze
16. How has the United States changed since this document was made?
17. How does the information depicted on this document foreshadow the future?

Historical Inquiry with the SA (1870) Population Maps
Handout 1: Historical Inquiry—Answer Key (page 1 of 2)
Observe
1.

What is the time period of this document? (1790 to 1820, specifically the years 1790,
1800, 1810, 1820)

What do you first notice about this document? (Answers will vary but may include
the following: It looks old. It includes four maps. The maps do not show all of the
United States. Few people live in Florida. There is a steady population increase every
10 years, with people moving westward.)

Describe what you see in this document. (Answers will vary but may include the following: The document includes four maps. The population has grown and spread westward with each Census. The population center [depicted by the star] moved straight
west. Native Americans not taxed were excluded from each Census. The westward
migration tended to be toward the middle of the country.)

What is (are) the source(s) of the information for this document? (The 1790 [first],
1800 [second], 1810 [third], and 1820 [fourth] Censuses of the United States)

What does the legend (if there is one) tell you about this document? (Each map has
a legend labeled “SCALE.” Each legend shows the five color-coded degrees, or categories, of the map and the population per square mile living in each.)

Is there anything that does not look like it belongs in this document? (Answers will vary.)

Reflect
7.

Who was the audience for this document? (The general public)

Why is this document important? (Answers will vary but may include that it is the first
time maps of this sort had been compiled to show U.S. Census data for the United
States.)

What did the author(s) intend to communicate with this document? (Answer will vary
but may include the following: The author wanted to show how the nation was
developing by showing where people lived and tracing their movements by mapping
data from the four U.S. Censuses from 1790 to 1820.)

10. How might this document be biased? (Answers will vary but may include that Native
Americans were not counted if they weren’t taxed, showing that Native Americans
were treated differently.)
11. What can you learn from examining this document? (Answers will vary but may include
the growth and migration of the population.)
12. Is there anything significant missing from this document? (Answers will vary.)

Historical Inquiry with the SA (1870) Population Maps
Handout 1: Historical Inquiry—Answer Key (page 2 of 2)
13. Why was this document likely made? (The maps were made to provide a graphical
view of population growth, which made the information easier to understand than
just looking at numbers.)
Question
14. What does this document tell you about the United States and the world at this time?
(Answers will vary but may include the following: There were specific Native American
tribal lands and the population of the United States was growing.)
15. Where can you find further information related to topics addressed in this document?
(Answers will vary but may include the following: They could refer to the full Statistical
Atlas for additional information or the government’s Census website.)
Analyze
16. How has the United States changed since this document was made? (Answers will vary
but some likely ones include the following: We now have 50 states. The population is
much larger. The language we use to describe ourselves is different. We use more
ethnic classifications. The size rankings of the states have changed. Indians—now
called Native Americans—now have their own classification and all are counted.)
17. How does the information depicted in this document foreshadow the future?
(Answers will vary but may include the following: It shows the language and thinking
of how populations were segregated at the time this atlas was created. These divisions
among African Americans, whites, and the foreign born are still felt today.)

Historical Inquiry with the SA (1870) Population Maps
Handout 2: Historical Inquiry Extension
Directions: View the ”Progress of a Nation” maps for 1830, 1840, 1850, and 1860 and the
“Constitutional Population” map for 1860 from The Statistical Atlas of the United States
Based on the Results of the Ninth Census 1870 and then answer the questions below.
Observe
Compare the maps. What trends are visible?

Reflect
How have the growth of the population and the movement of the population depicted in
the maps influenced history?

Question
What do these maps tell you about the world in 1874, the year they were published?

Analyze
What story was Francis A. Walker telling by titling the maps, “Progress of the Nation”?

Reference Map 1: 1790-1820

Reference Map 2: 1830 and 1840

Historical Inquiry with the SA (1870) Population Maps
Standards and Benchmarks
College, Career & Civic Life C3 Framework for Social Studies State Standards
Dimension 2, Applying Disciplinary Tools and Concepts
•

Historical Sources and Evidence, By the End of Grade 8
D2.His.11.6-8. Use other historical sources to infer a plausible maker, date, place
of origin, and intended audience for historical sources where this information is
not easily identified.
D2.His.12.6-8. Use questions generated about multiple historical sources to
identify further areas of inquiry and additional sources.
D2.His.13.6-8. Evaluate the relevancy and utility of a historical source based on
information such as maker, date, place of origin, intended audience, and purpose.

•

Causation and Argumentation, By the End of Grade 8
D2.His.14.6-8. Explain multiple causes and effects of events and developments
in the past.
D2.His.15.6-8. Evaluate the relative influence of various causes of events and
developments in the past.
D2.His.16.6-8. Organize applicable evidence into a coherent argument about
the past.

•

Historical Sources and Evidence, By the End of Grade 12
D2.His.11.9-12. Critique the usefulness of historical sources for a specific historical
inquiry based on their maker, date, place of origin, intended audience, and
purpose.
D2.His.12.9-12. Use questions generated about multiple historical sources to
pursue further inquiry and investigate additional sources.

•

Causation and Argumentation, By the End of Grade 12
D2.His.14.9-12. Analyze multiple and complex causes and effects of events in
the past.
D2.His.15.9-12. Distinguish between long-term causes and triggering events in
developing a historical argument.
D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and
interpretations into a reasoned argument about the past.