find the specific assignment for this unit (Chapters 1-4) in the Content area under MapSkills/Critical Thinking. I would like to review a few points:
1) Choose 2 maps to review from the list. That could be one map from Chapter 1 and one map from Chapter 4, or both from Chapter 3. This is your choice, but only do two maps in total. The maps are located in your textbook but they are also available in the PowerPoint found in Content for that chapter.
2) Be sure to identify which map you are using. You may use the file that is in Content or create your own.
3) The Reading the Map questions are to be answered by looking directly at the map. Outside resources will not help and usually results in a wrong answer. Be sure to answer the question asked – for example how far? (distance) How long? (time)
CRITICAL THINKING AND SKILLS BASED ASSIGNMENT
2 (CHAPTERS 5-8) AMH 1010
DIRECTIONS: PLEASE PICK TWO (2) MAP ACTIVITIES FROM BELOW TO COMPLETE .
Please include the map number (for example, Map 1.1 or Map 2.3) for each map activity. Include
the questions in your response and answer the questions for each map activity in complete
sentences. You will be graded for both the accuracy of your response and your grammar, spelling,
etc. Be sure to proof your work carefully and to complete the assignment on your own. The
Reading the Maps questions will vary in the length of answer required ranging from one sentence
to a paragraph. You are to answer these questions by reading the map so your answer must be
supported by information found on the map. The Connections questions require a longer response
of a paragraph or two. The activities are in your textbook (it is noted if not in the value edition)
and in the PowerPoints provided in the content section.
Map Activity Choices (Choose 2 activities in total from all the options listed below. A map
activity will have a specific number, such as Map 1.1. You are to do two map activities from
the entire unit. You may do two from one chapter or pick one from different chapters.):
Chapter 5–
Map Activity Choice One: Map 5.2 Atlantic Trade in the 18th Century:
Information: This map illustrates the economic outlook of the colonies in the 18th
Century – east toward the Atlantic world rather than west toward the interior of
North America. The long distances involved in the Atlantic trade and the
uncertainties of ocean travel suggest the difficulties Britain experienced governing
the colonies and regulating colonial commerce.
Reading the Map:
1) What were the major markets for trade coming out of Europe?
2) What good did the British colonies import and export?
Connections:
1)In what ways did the flow of raw materials from the colonies affect British
industry?
2_How did British colonial trade policies influence the Atlantic trade?
Map Activity Choice Two: Map 5.3 The Atlantic Slave Trade:
Information: Although the Atlantic slave trade lasted from 1450 to 1870, it peaked
during the 18th century, when more than six million African slaves were imported
to the New World. Only a small fraction of these slaves was taken to British North
America. Most went to sugar plantations in Brazil and the Caribbean.
Reading the Map:
1) Where in Africa did most slaves originate?
2) Approximately how far was the trip from the busiest ports of origin to the two
most common New World destinations?
Connections:
1) Why were so many more African slaves sent to the West Indies and Brazil than
to British North America?
Chapter 6 –
Map Activity Choice Three: Map 6.2 Europe Redraws the Map of North
America, 1763:
Information: In 1763, France ceded to Britain its interior territory from Quebec to
New Orleans, retaining fishing rights in the north and sugar islands in the
Caribbean. France transferred to Spain its claim to extensive territory west of the
Mississippi River.
Reading the Map:
1)Who actually lived on and controlled the lands ceded by France?
2)In what sense, if any, did Britain or Spain own these large territories?
Connections:
1) What was the goal of the Proclamation of 1763?
2) Could it ever have worked?
Map Activity Choice Four: Map 6.3 Lexington and Concord, April 1775:
Information: Two Americans slipped out of Boston to warn of a surprise British
attack on Concord. Paul Revere went by boat to Charlestown and then by horse to
Lexington, while William Dawes casually rode past British sentries and then
galloped at full speed through Lexington to Concord.
Reading the Map:
1) How did Dawe’s route differ from Revere’s?
2) What kinds of terrain and potential dangers did each man face during his ride,
according to the map?
Connections:
1)Why send two men on the same mission? Why not send four or more?
Chapter 7 –
Map Activity Choice Five: Map 7.1 The War in the North, 1775-1778:
Information: After battles in Massachusetts in 1775, rebel forces invaded Canada
but failed to capture Quebec. The British army landed in New York in 1776,
causing turmoil in New Jersey in 1777 and 1778. Burgoyne attempted to isolate
New England, but he was stopped at Saratoga in 1777 in the decisive battle of the
early war.
Continued on the next page
Reading the Map:
1) Which general’s troops traveled the farthest in each of these years 1775, 1776,
and 1777?
2) How did the availability of water routes affect British and American strategy?
Connections:
1) Why did the French wait until early 1778 to join American forces against the
British?
2) What did France hope to gain from participating in the war?
Map Activity Choice Six: Map 7.2 Loyalist Strength and Rebel Support:
Information: The exact number of loyalists can never be known. No one could have
made an accurate count at the time, and political allegiance often shifted with the
wind. This map shows the regions of loyalist strength on which the British relied –
most significantly, the lower Hudson valley and the Carolina Piedmont.
Reading the Map:
1) Which forces were stronger, those loyal to Britain or those rebelling? (Consider
the size of their perspective areas, centers of population, and vital port
locations.)
2) What areas were contested?
3) If the contested areas ultimately had sided with the British, how would the
balance of power have changed?
Connections:
1) Who was more likely to be a loyalist and why?
2) How many loyalists left the United States?
3) Where did they go?
Chapter 8-
Map Activity Choice One: Map 8.1 Cession of Western Lands 1782-1802
Information: The thirteen new states found it hard to ratify the Articles of
Confederation without settling their conflicting land claims in the west, a vast area
occupied by Indian tribes. The five states objecting to the Articles’ silence over
western lands policy were Maryland, Delaware, New Jersey, Rhode Island, and
Pennsylvania.
Reading the Map:
1) Which state had the largest claims on western territory?
Connections:
1) In what context did the first dispute regarding western lands arise?
2) How was it resolved?
3) Does the map suggest a reason why Pennsylvania, a large state, joined the four
much smaller states on this issue?
Continued on the next page
Map Activity Choice Two: Map 8.3 Ratification of the Constitution 1788-1790
Information: Populated areas cast votes for delegates to state ratification
conventions. This map shows Antifederalist strength generally concentrated in the
backcountry, noncoastal, and non-urban areas, but with significant exceptions (for
example, Rhode Island).
Reading the Map:
1) Where was Federalist strength concentrated?
2) How did the distribution of Federalist and Antifederalist sentiment affect the
order of state ratifications of the Constitution?
Connections:
1) What objections did Antifederalists have to the new U.S. Constitution?
2) How might their locations have affected their view of the Federalist argument?