The 1790 U.S. census was created to to determine the number of seats each state has in the U.S. House of Representatives. Learn more about this record!
The 1790 U.S. census was created to to determine the number of seats each state has in the U.S. House of Representatives. Learn more about this record!
The 1790 U.S. census was created to to determine the number of seats each state has in the U.S. House of Representatives. Learn more about this record!
This downloadable infographic helps you know what to look for in each census year.
Students will explore an interactive data visualization of state-by-state population growth as measured by the decennial censuses of 1790 through 2010.
Refer to the 1790 and 1800 Censuses to compare the total population with the population of enslaved people, drawing conclusions from the data.
You wouldn't be the only one that had this question. I mean we all know they exist. We've heard about them, perhaps in news, parents, grandparents, in history books, but if you've never had to do one you, or if you are new to genealogy you may not know what a gem they really are. First a little history lesson. The United States Federal Census was inaugurated and first conducted in 1790. There had been census' taken prior to this ones by states, however this was the first one taken after the Cons
Access demographic, economic and population data from the U.S. Census Bureau. Explore census data with visualizations and view tutorials.
Learn about what information you can find in the 1820 Federal Population Census. This was the forth census conducted since 1790. This census contained information on more than 11 million people and slaves living in 23 states and 3 territories. The census contains some info that was recorded in 1821.
In this activity, students will work with census numbers from 1790 to gain a better understanding of the three-fifths compromise. After analyzing the census numbers, students will answer critical thinking questions requiring them to reflect on the short-term and long-term effects of the compromise on American society. ***See The Constitutional Convention Bundle for the entire unit including:*** - The Articles of Confederation Analysis: Why did they Fail? - The Great Compromise Analysis Student Worksheet - The Three-Fifths Compromise Census Student Worksheet - Should the Electoral College be Abolished? A Class Debate - Federalist or Anti-Federalist Personality Quiz - The Constitutional Convention News Broadcast Project ***See The Constitutional Convention Google Bundle for a digital version of these engaging lessons! Terms of Use ☺ ©History Teacher Deals, Inc. All rights reserved by Kelsey Smith. This product is to be used by the original downloader only. Additional teachers must purchase their own licenses. If you are a teacher, principal, or district interested in purchasing several licenses, TPT now offers multiple license options.
In researching Indian ancestry, it’s important to note that for a variety of reasons in history (usually economic or socio-political), Indian people were often recorded as any race other than Indian. Sometimes “White,” other times “Black,” or “Negro,” and other times “Free Person of Color,” “Colored,” or “Mulatto.” The entries below have been taken from […]
If you are anything like me, you have binders and file folders full of records, memorabilia, research, etc. on the many branches of your family tree.
Here are seven essential ancestry research links to bookmark, whether you're just beginning your genealogical quest or you're a seasoned family historian.
All the lesson-related forms found in Teaching Genealogy to Young People can be found in this convenient comb bound volume. But more than a workbook, these pages will record the details of family history to be treasured by future generations. Forms are well formatted and thoughtfully designed. Students will begin with a detailed record of their personal history, followed by individual histories of each parent, grandparent, and great-grandparent. Sample questions for taking oral histories and an oral history record form; forms to record the details of ongoing history such as family weddings, deaths, heirlooms, photographs, etc.; pedigree charts; family group sheets; and 1790-1930 Federal Census record sheets are all included. Once completed, the student will have the satisfaction of knowing that they preserved a piece of their family history.
Did you know?!?! Although an appauling number of framers were slave owners they were still in the minority. That being said why didn't the majority outlaw slavery? In this lesson students learn about the 3/5ths compromise and review primary sources from the constitutional convention to find out what delegates were saying when the debate over slavery began. This lesson transports students to the convention and gives them an opportunity to analyze the framers decisions. What's Included? 2 Page PDF Worksheet 10 Powerpoint slides in PDF format Everything needed to teach the lesson below. Lesson outline: Lesson Four: Constitutional Convention 3/5ths Compromise Learning Objectives: Students can analyze primary sources Students can synthesize the motivation behind historical behaviors Lesson Outline: Warmup: The year is 1787, we just determined that half of congress will be represented proportionally to the population of each state in the US. Based off the census of 1790, how many representatives should there be from each state? On the white board give some based math directions: Tell students the easiest way to determine the representation is to follow these steps: 1. Locate the total population of the country 2. Divide the population of each state by the population of the whole country to find out the percentage of the nation’s population comes from each state. 3. To keep things simple let’s, say there are 100 members of the house. 4. Merge the states (Maine and Mass) (Virginia and Kentucky) and remove (Vermont) because they were not admitted into the union in 1787 5. Do not worry about rounding to the nearest whole person. That complicates the math. Just keep it as a fraction to the nearest tenth (Expect some mixed answers. Some students will base it entirely on the population of free people. Some students will do it based off Free and enslaved people. Some people will ask questions and it will bring up the topic, if that happens just tell students to make the decisions on representation based off what they think is the right way to represent the country.) After students have had 7-10 minutes to complete the assignment, ask students to volunteer answers to how many representatives each state has (On the board right down all the states in a table, then as the first student responds record their answers). Then tell everyone in the class to compare this chart to their own. Ask, “Did anyone have anything different?” Expected Popular Answers: State Total Pop Excluding those who cannot vote (Enslaved, Women, Under 16) N. Hampshire 3.6 4.4 Mass. 12.2 14.8 Rhode Island 1.7 1.9 Connecticut 6.1 7.4 New York 8.7 10.3 New Jersey 4.7 5.6 Pennsylvania 11.1 13.7 Delaware 1.5 1.4 Maryland 8.2 6.9 Virginia 19.2 13.7 N. Carolina 10.1 8.6 S. Carolina 6.3 4.4 Georgia 2.1 (2) 1.6 Ask volunteers how they came to their answers and why they did it that way? This will generate conversation about which way it should be done. Segway this into the next slide by saying, the framers had the exact same debate. Project Slide Population Determining… – Explain that once it was agreed upon that population would have an impact on representation in the House of Representatives S. Carolina, N. Carolina, and Georgia lead the charge from the southern states. They believe that enslaved people should count towards the total population of their state when considering how many representatives are in Congress. The great hypocrisy of the situation is that those same states refused to allow the enslaved to become citizens who can vote. Therefore, they are asking for extra representation, without allowing the voices of all those who are represented to be heard. Therefore, the oppressive enslavers would then have an extra voice in Congress to continue to support policies that continue their current way of life. Project Slide Southern States Meet Opposition - Explain to students that when this was proposed by southern states they were met by fierce resistance. For example, here is what Gouverneur Morris a delegate from NY said – Read passage and replace words in glossary with simpler synonyms. Then ask students to talk to the people around then, what is Delegate Morris’ message? (His message is that if they want to count enslaved people as part of their population they must make them citizens and give them voting rights. Otherwise voters in the enslavers in the south will have more power in a government that wants to protect human rights) Project Slide 3The Two Sides Compromise – Explain to students that after much debate the two sides agree to a compromise. This compromise is known as the 3/5ths compromise because they decide to count each enslaved person as 3/5ths of a person towards the population. This agreement happened without giving the enslaved voting rights. Moreover, the south demanded more. Many in the north tried to use this opportunity to ban the importation of enslaved people into America. The south debated back until they concluded they would allow the importation of enslaved peoples until 1808 and revisit the debate then. Another pro slavery clause was added, stating that any enslaved person who escapes slavery and gets to a different state must be returned to the enslaver, making it illegal for abolitionists to help enslaved people escape. Project Slide Why Compromise? – So why exactly did they compromise? When you look at the numbers, most delegates were not enslaving people. Many even spoke out against it at the convention such as John Jay who said (read quote on PPT). Project Slide Why Compromise 2 – Even some delegates who were enslavers, spoke out against the practice such as James Madison, Thomas Jefferson, George Mason, and George Washington, some of their quotes during the convention were the following: Read quotes on PowerPoint. Project Slide…–So this begs the question... It seems like the delegation consisted of far more antislavery representatives rather than pro-slavery representatives. So why then didn’t they just abolish slavery? Handout worksheet “Why didn’t the founders abolish slavery?” Explain to students that they should review the sources on page two and draw inferences from them (Look beyond the words) and use that as evidence to support their stance.
