How to Analyze Tables and Charts

Charts and tables are visual presentations of information and statistics in a simpler format for easy
reference. Historians and other social scientists use charts and tables to organize, simplify, and
summarize information and statistics in a way that makes the data more meaningful or easier to
remember. The words chart and table are generally used interchangeably to refer to information that
has been organized in a tabular format. A chart tends to have less text and little numerical data,
while a table usually organizes statistics and other numerical information with a minimum of text. In
both charts and tables similar kinds of information are organized in a tabular format using columns
and rows. Labels and headings across the top and down the left-hand side explain what the numbers
and text in the chart/table represent. Two common types of charts are a flow chart and an
organizational chart. A flowchart shows a process, or how things happen. Flow charts are useful for
outlining or simplifying the steps in a procedure. An organizational chart shows the inner workings of
a particular organization, the particular offices, the duties of each official, and who has authority
over whom. To read and interpret charts/tables, the reader should:
• Read the title or caption on the chart/table to find out what content is being presented. Ask
the question, “What is the subject or topic of the chart/table?”
• Read all the headings and labels in the chart/table to determine what is being grouped and
presented in each subcategory (each column and each row). Begin by reading the headings at
the top to find out what categories of information they contain. Ask the question, “What
kind(s) of information is being presented in the chart/table?”
• Read the information in the left-hand column, which is often organized alphabetically,
chronological, or geographically. Ask the question, “What kind of categories or labels does the
chart/table contain?” The vertical columns to the right of the left-hand column are the body
of the chart/table.
• Look up any unfamiliar terms that appear in the headings.$ Study the information presented
How? under each heading or category in the chart/table. Ask the question, “What information is
presented in the left-hand row for each column heading?” Typically, a chart/table present
either numerical data or text information on a subject/table.
• Identify similarities, differences, and other relationships among the data. Remember that
some kind of relationship always exists between each column heading and each row.
• Compare the information being presented. Numerical data often can be ranked from smallest
to largest.
• Analyze the relationship(s) among the numerical data and the text provided in the chart/
table. Usually the data can be compared and a conclusion drawn. Ask the question, “How does
the data for one topic/subject compare to that of another topic/subject?”
• Identify patterns and relationships in order to reveal information and connections about the
subject/topic. Ask the question, “What patterns or relationships does the data show?”
• Use the data to make generalizations, draw conclusions, or make inferences. Ask the
questions, “How can the information in the chart/table be summarized?” and “What
conclusions can be drawn or inferences made from the information in the chart/table?”
• Ask a “why” question so students can evaluate the data presented in the chart/table.

Use this strategy as a systematic approach for reading and interpreting information found in a chart/
table. While charts and tables present complex or detailed information in a simpler format than a
text, students will need help to develop the skills necessary to analyze and interpret the information
When? correctly. Use a chart or a table on a weekly basis in order for students to develop and hone their
chart and table reading skills.

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 How to Analyze Tables and Charts

When it comes to demonstrating different sets of data and information, the most common
way to display this information is through tables and charts.

The table below demonstrates the different types of tables and charts that are used to
express social studies data:

Bar Graph Circle Graph

A graph containing A graph in the shape of

rectangles with lengths a circle which had
that represent a been divided into
quantity. Bar graphs percentages
are typically used to
demonstrate
comparisons or
contrasts. Base your answers to questions 39 and 40 on the chart below and on your knowledge of social studies.

Globalization and Life Expectancy

Line Graph Scatter Plot

Longer 0
Life
Japan Canada
Expectancy Australia
Israel
Switzerland
10 Austria
Greece
Germany

A graph containing A graph demonstrating

United
20 States
Chile Ireland
Slovenia

points that are points of information on

Czech Republic
30
Life Poland
Venezuela
Expectancy Tunisia
Rank

connected by a line. 40
Iran
Colombia
Philippines
Hungary

a graph to show
Typically, line graphs differences and
Egypt Thailand Ukraine
Brazil Morocco
50
Russian
Federation
Pakistan

are used to show similarities.

Bangladesh Senegal
Kenya Botswana
60
Uganda

changes over time

Lower
Life
Expectancy
60 50 40 30 20 10 0

and/or space. Less Globalized

Globalization Index Rank

Source: Roger A. Arnold, Economics: New Ways of Thinking, EMC Publishing, 2007 (adapted)
More Globalized

39 Based on the information in this chart, which country has the highest life expectancy?
(1) Ireland (3) Venezuela
(2) Japan (4) Greece

Base your answer to question 13 on the chart below and on your knowledge of social studies.
Table 40 Based on the information in this chart, which statement is most accurate?
(1) Poland is less globalized than Bangladesh.
Combination
Base your answer to question 34 on
(2) Switzerland theglobalized
is more chart below and on your knowledge of social studies.
than Thailand.
FOREIGN COINS OF ANCIENT AND MEDIEVAL TIMES (3) Brazilians tend to live longer than Canadians.
FOUND IN EAST AFRICAN CITY-STATES (4) Pakistanis tend to have shorter lives than Ugandans.

Foreign coins
East African City-States
Kilwa Mafia Zanzibar Pemba Kenya Somalia Total Used to show Population: 44.8 million
From the 2001 census The use of multiple
information by using charts, graphs and/or
Hellenistic
(3rd to 1st centuries B.C.)
South Africa: Ten Years After Apartheid White 9.6%
Roman Black

columns and rows in

Mixed 8.9%

tables to demonstrate
79%
Byzantine
Global Hist. & Geo. – Jan. ’11 [7] Other 2.5%[OVER]
Umayyad

order to demonstrate trends, patterns,

‘Abbasid
Unemployment rate, 2002 Disposable Income
Mongol 2 4 1 Includes those who have given up looking In U.S. dollars, per capita
Other foreign Muslim for work
(unidentified)
Chinese:
T’ang Dynasty
differences, similarities, Black 47.8%
1994
Blacks $1,158
Whites $8,652 differences and/or
and changes over similarities
Sung Dynasty White 9.9% Blacks $1,480
Ming Dynasty 2002
Overall 40.9% Whites $9,555
Ching Dynasty

time.
Source: G.S.P. Freeman-Grenville, “East African Coin Finds and Their Historical Significance,”
Journal of African History (adapted) Source: New York Times, April 26, 2004 (adapted)

13 Which generalization is best supported by the data from this chart?

(1) Bantu migrations influenced the distribution of East African coins.
34 Which conclusion about South Africa’s economy can be drawn from this chart?
(2) Chinese coins were found in East African city-states. (1) Since the end of apartheid, most blacks have gained economic equality.
(3) East African city-states traded directly with Northern Europe.
(2) In some sectors of the economy, blacks earn more than whites.
(4) Romans controlled trade with East Africa.
(3) Despite the end of apartheid, many blacks continue to struggle economically.
(4) Economic opportunity for blacks is directly related to education reform.
Population Pyramids Climograph
14 What is a primary characteristic of a feudal 15 Humanism during the Italian Renaissance was
society? focused on
(1) a representative government (1) the affairs of the church
(2) economic equality for all (2) self-sufficiency
(3) protection of individual rights (3) the importance of the individual 35 Which document is most closely associated with 37 Rapid industrialization in developing nations has
(4) an exchange of land for services (4) political theories the Arab-Israeli conflict? often resulted in

Used to show (1) Balfour Declaration

population statistics
broken down by age
(2) Kyoto Protocol
(1) little growth in urban centers
(2) decreases in the levels of pollution
Used to show
(3) Communist Manifesto
(4) Treaty of Nanjing
(3) the continuation of traditional ideas in the
workplace temperature and
36 “Reliance on Imported Oil Raises Concerns in China,
(4) a growing gap between the rich and the poor

38 One way in which the Aswan Dam in Egypt and

precipitation of time in
groups and gender. a region to
Europe, and the United States”
“Coca-Cola Accused of Wasting Precious Water in the Three Gorges Dam in China are similar is
India” that both
Global Hist. & Geo.–Jan. ’10 [4] “Competition for Control of Cobalt Mines Causes
Violence in Congo”
(1) convert salt water to freshwater
(2) harness natural forces to produce energy
demonstrate climate.
(3) provide fertilizers for agricultural production
These headlines best illustrate the economic (4) connect small bodies of water to larger bodies
concept of of water
(1) inflation
(2) embargo
(3) boycott of goods
(4) scarcity of resources

Cartogram Global Hist. & Geo.–June ’10 [8] Area Chart

Thematic map that Used to changes over

distorts a region in time to compare more
order to demonstrate than one quantity such
differences in data. as comparing countries
during a similar era.

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 How to Analyze Tables and Charts

The three charts below demonstrate different types of information. One way to
analyze a table or chart is to not only understand the title and what each piece
means, but also understanding what the theme the table or chart is associated
with.

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 How to Analyze Tables and Charts

As with all types of visuals, you can use the following process to analyze, summarize, and
determine the main idea of any table or chart you are presented with:

1. Read the title of the table or chart.

2. What is the subject or topic of the chart/table?
3. Read all the headings and labels in the chart/table and explain what the
headings represent.
4. What information is being presented in each row for each column heading?
(Chart, Graph or Table) or What Part Iinformation is being presented in each
“slice”? (Pie Graph) Answer all questions in this part.
5. What is the representation between the visual and history and/or present day?
6. What is(1–50):
Directions the main
For each idea ofor the
statement entire
question, visual?
record on your separate answer sheet the number of the
7.word
Howor expression
can Ithat, of those given, best
summarize thecompletes the statement
information or answers
and apply the question.
it to social studies information?
1 The original settlements in the thirteen British 3 What was a main reason large plantations
colonies were all located developed in the South during the colonial period?
(1) east of the Appalachian Mountains (1) British laws discouraged tenant farming.
(2) along the Gulf Coast (2) Cotton could only be grown in wetlands.
(3) on the Great Plains (3) Southern mountains led to the development
(4) west of the Mississippi River Chart / Graphof isolated, self-sufficient farms.
/ Table Analysis
(4) The coastal plain in the South contained large
Base your answer toVisual
question 2 on the chart areas Type
What of fertile soil. Is It?
of Visual What Do the Headings Represent?
below and on your knowledge of social studies.
4 Which statement about the British colonial policy
Urban and Rural Population of the of mercantilism is most accurate?
United States, 1800–1920 (1) Raw materials from the colonies were
2
shipped to England. 3
Total Percent Percent (2) England encouraged the colonies to seek
Year
Population Urban Rural independence.
1800 5,308,483 6.1 93.9 (3) The colonies were required to send
manufactured goods to Europe.
What Information is Represented in the Visual
1820 9,638,453 7.2 92.8
(4) The British opposed the use of slave labor in
1840 17,063,353 10.8 89.2 the colonies.
1860 31,443,321 19.8 80.2
5 In colonial America, the House of Burgesses, the
1880 50,189,209 28.2 71.8 Mayflower Compact, and town hall 4 meetings
were all developments that led to the
1900 76,212,168 39.6 60.4
(1) regulation of trade with Native American
1920 106,021,537 51.2 48.8 Indians
Relationships
(2) protection / Connections
of the rights of women to the Past or Present
Source: U.S. Census Bureau
(3) elimination of the power of the upper classes
2 Which generalization can best be supported by the (4) creation of representative government
information in this chart?
(1) Migration to urban areas slowed by 1920. 6 During the early 1770s, how did5the British
(2) By 1900, a majority of Americans worked in government respond to increasing American
factories. protests of British colonial policy?
(3) Between 1800 and 1900, the United States (1) It offered self-government to the colonists.
population was primarily rural. (2) It increased efforts
What I Think to maintain
Is the Main Ideaorder andI am Looking At
of What
(4) From 1800 to 1920, the percentage of farm enforce laws.
workers in the labor force steadily increased. (3) It agreed to grant the colonies representation
Title of Visual / What It Should Be Titled in Parliament.
(4) It asked France for help in controlling the
colonists. 6
1

U.S. Hist. & Gov’t. – Aug. ’12 [2]

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 Part I

How to Analyze Tables and Charts Answer all questions in this part.

Directions (1–50): For each statement or question, write on the separate answer sheet the number of the
word or expression that, of those given, best completes the statement or answers the question.

Examine how to tear apart a table or chart to analyze it:

Base your answers to questions 1 and 2 on the
chart below and on your knowledge of social studies.
3 Which city is correctly paired with the geographic
feature that most directly affected its growth?
(1) New Orleans — Pacific Ocean
Ranking of Selected States by (2) New York City — Chesapeake Bay
Population Size: 1900, 1950, and 2000 (3) Chicago — Great Lakes Hint: Based on
(4) Los Angeles — Appalachian Mountains
States
(in alphabetical
1900 1950 2000
Ranking Ranking Ranking
multiple years,
order)
you may be
4 The Mayflower Compact is considered an
important step in the development of American
California 21 2 1 democracy because it asked to look for

What is the main idea?

What changes/trends (1) established the principle of separation of
can you established
Florida 33 20 4
trends and
based on the data?
Illinois 3 4 5 church and state

Indiana 8 12 14 Plymouth Colony

changes
(2) provided a basis for self-government in the

Iowa 10 22 30 (3) defined relations with local Native American

Indians
Massachusetts 7 9 13
(4) outlawed slavery in the Massachusetts Bay
Missouri 5 11 17 Colony
New York 1 1 3
5 Which economic policy was based on the idea
North Carolina 15 10 11 that the American colonies existed primarily to
Ohio 4 5 7 provide economic benefits for Great Britain?
Pennsylvania 2 3 6 (1) mercantilism
(2) socialism
Texas 6 6 2 (3) free trade
Virginia 17 15 12 (4) laissez-faire capitalism
Source: U.S. Census Bureau (adapted)
6 Why did the authors of the Articles of
1 Based on the rankings on the census chart, the Confederation create a weak central govern-
most populous state in 1900 and 1950 was ment?

What I See Patterns I See

(1) California (3) Massachusetts What I Conclude
(1) They lacked an understanding of state
problems.
(2) Illinois (4) New York
(2) They anticipated the threat of foreign
invasion.
• States from different parts • Rankings
2 Based on the have changed
ranking from the 2000 census,
which pair of states had the greatest number of
• The table has shown the
(3) They relied on advice from royal governors.
of the US overelectors
time in the 2008 presidential election? relationship between
(4) They feared the kind of rule experienced
under the British monarchy.
• States are ranked by who • Population has somewhat
(1) Florida and California
(2) Iowa and Indiana
population changes and
has the most population shifted away from the
(3) Pennsylvania and Virginia the formation of the Rust
• The table shows information industrial states of the US
(4) California and Texas
Belt
for 100 year time span • The pattern matches the [2]
creation of the Rust Belt
U.S. Hist. & Gov’t.–Jan. ’11

Now, examine the question and tear it apart to find out what is being asked:

Hint: The word best infers that some answer choices may be correct as well
but only one best answers the question

The table above best demonstrates the - The question wants me

to determine the main
A) population trends of selected Atlantic states. idea of the table and
B) changes in the Electoral College over time. possibly the implications
C) movement of people to the northern factories. of the changes in
D) increases of European immigration to the nation. population

Based on the information from the table, the student realizes that the question is asking for a
summary and possible effects of the information based on social studies information.

A - Some of the states are not considered Atlantic states

B - Yes because the higher the population a state has, the more Electoral votes it receives
C - No, people are moving away from the Rust Belt and to the Sun Belt
D - No, the statistics do not indicate immigration statistics from outside the U.S.

This is a tough question because it is not asking you to find information and report it out. The
question requires a few more steps including making an inference and a conclusion.

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