How to make a simple Excel chart:

• Highlight the columns with the data you wish to chart. In this case, highlight A5 through B15.
• Select the CHART option from the INSERT menu.
• Select the type of chart [XY (scatter) is optimal. Subtype suggested is the one with data points connected by straight lines] you want and hit NEXT. Hit NEXT for Step 2 as well.
• For Step 3, choose the tab at the top which says TITLES and insert labels for the chart and the axes.
• Hit NEXT for Step 4 as well.
• Your chart should appear. It is easy to change its size by clicking on the chart itself and then dragging the handles to expand the image. It is also easy to change the scale. Drag your mouse over the values on either axis, and when you see a box pop up saying Axis, doubleclick and choose the SCALE tab. Select the increments you would like.
• A sample Chart can be accessed by teachers by clicking on the Sheet 2 tab at the bottom left corner.

Once students have all made a chart from the population data, have them discuss what they see. What is striking about the line? Without a standard of comparison, it is hard for this data to be particularly meaningful.

This calculation can be easily done with spreadsheet functions. Students should come up with a formula to calculate how much the population has changed over each ten year period. They will calculate these figures only for the data from 1700-1780 and from 1900-1980. Students should click on sheet 3 of the new spreadsheet to find the sheet on which they should work. There is a column for percent change where they will input their calculations and the additional data for the period 1900-1980. If students need help with the mechanics of this, they should read the section below.

How to calculate percentages in Excel:

• First, come up with a formula which will calculate the percent change in total population from 1700 (260,400) to 1710 (333,800) to be inserted in cell C4. Hopefully, you arrive at (B4-B3)/B3. The percentage part of the calculation can be done easily as a second step. Type in your formula preceded by an = in Cell C4 and then hit enter. To convert it to a percentage, pull down the Format menu and choose Cell and Percentage. Check to see if your formula is correct by calculating the percentage by hand and comparing it with your formula's answer. Modify if needed.
• Instead of calculating each percentage individually, the spreadsheet has a FILL function which will perform the same operation using the numbers relevant to the next row or column. For example, you need to calculate the percent change for each year from 1700-1780. After coming up with the formula in C4, you should highlight the C column from C4 to C11. Then, from the EDIT pull down menu, select FILL and COLUMN or DOWN. Each percentage should be filled in from 1700-1780.
• Now, you need to come up with a formula for the percent change from 1900-1980. Once you do that, repeat the fill procedure for percent changes needed in the F column.
• A spreadsheet with all percentages computed is provided for the teacher by clicking on the Sheet 2 tab.

Students are now ready to graph their percentage changes and compare the two centuries. As before, highlight the cells which will be graphed. Begin with A4:A11. Then, press the control key and move the mouse to highlight C4:11 and then again to highlight F4:11.Three columns should be highlighted. Follow the same procedure above (Insert...Chart...XY Scatter). In Step 2, select the Series Tab so you can label which series is 1710-1780 and which is 1910-1980. In Step 3, give the axes labels. It will be helpful to call the X axis Decades so it will be applicable for the 1700s and 1900s. Again, once the chart is graphed it can be re-sized. A sample graph is included for teachers under the Sheet 2 tab.

Students are finally ready to make some observations about population growth in the 18th century once they scrutinize their new chart.

• Look closely at the slope of both lines and estimate by sight the average percent change in the 20th and 18th centuries. What is striking or surprising about the two averages?
  
  
• When the line slopes down sharply, what does this mean is happening to the population change?
  
  Take this opportunity to point out how deceptive a chart can be. At first glance, it looks like the population is dropping because the slope is going down. In fact, it's only that growth has slowed down somewhat, but the overall numbers are still rising. Reinforce this point by referring to the raw numbers in the spreadsheet which are rising in every instance.
  
  
• Can you determine if the total population is rising or falling based on the chart of percent change?
  
  See if students can distinguish between total population and percent change. If the percent change ever dropped below zero, the total population would be falling. It is not in either case here.
  
  
• Today, American families are much smaller than in past years yet according to the chart, our growth rate in 1980 was still 11%. How is this possible? From what source does most American growth occur?

  Try to get students to realize that growth in population can come from both natural increase and migration. Today, most of America's growth comes from migration. Are there economic consequences of this?

• Why would the 18th century growth rate have been so high? Was most growth coming from natural increase or migration?

  Migration was the dominant source of population growth only in the first decades of settlement in each region. For example, immigration virtually halted in New England in the late 1640s. Population growth can be attributed to natural causes in most of the 18th century. It is worth noting that white birthrates in North America per 1000 women were between 45 and 55 per year compared with near 30 in Europe or 12 in the United States today. Additionally, the colonial population was quite young and in their prime childbearing years. Colonial women married earlier than in Europe. Furthermore, the death rate was about 20 to 25 per 1000 in North America versus 40 in Europe. Plentiful food supplies, fuel and housing helped counter the minimal medical care available.

• With such high growth rates in colonial America, why did overpopulation never occur? What was unique about America in this regard? Does this have economic consequences?

  LAND ABUNDANCE is a crucial and defining point in American economic history. It has been called the single most important element in the American economy from 1600-1900. The amount of land available for settlement was always higher than the growth in population during that period. The economic consequences were profound. It was much easier to become wealthy when land was so abundant, and colonial America enjoyed a very high standard of living. America became a predominantly agricultural country rooted in its rich land. Upward social mobility was possible for a large majority of the population, and a vast middle class developed.

• Is a large population always economically advantageous?

  Have students try to generate examples when it has and has not been in history and draw some conclusions. Population alone does not translate into economic growth. It must be combined with some of the other elements of a healthy economy mentioned earlier such as land, skill, capital, infrastructure. See if students can match a populous society with a lack of each of these terms and then discuss that society's economic health.

• Return to the overall question of how could the American economy thrive and enjoy such a high standard of living without progressing in terms of technology or strucutural economic changes.

  Emphasize land abundance. See if students can make this connection themselves. Underscore the idea of the favorable resource ratio in colonial America. Available land always exceded growth in population so America could continue to thrive economically without industrializing or changing production methods. With mostly rich soil, a favorable climate, and plenty of land, America was destined to thrive.