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Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.
Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, Ohio 43240-4027
ISBN 0-07-824996-1
Printed in the United States of America
1 2 3 4 5 6 7 8 9 10 047 08 07 06 05 04 03 02 01
Introduction 1
Uses for Outline Maps 2
Selected Activities for Outline Maps 3
Outline MapsUnited States (blank) 5
United States (with state boundaries) 6
United States (with major river systems) 7
United States (with Alaska and Hawaii correctly placed) 8
Thirteen Colonies (with colonial boundaries) 9
Eastern United States (blank) 10
Eastern United States (with state boundaries) 11
Western United States (blank) 12
Western United States (with state boundaries) 13
The North (blank) 14
The North (with state boundaries) 15
The South (blank) 16
The South (with state boundaries) 17
New England States (with state boundaries) 18
Middle Atlantic States (with state boundaries) 19
South Atlantic States (with state boundaries) 20
South Central and Gulf States (with state boundaries) 21
North Central Plains States (with state boundaries) 22
Rocky Mountain and Pacific States (with state boundaries) 23
North America (blank) 24
North America (with national boundaries) 25
South America (blank) 26
South America (with national boundaries) 27
Central America and the Caribbean (with national boundaries) 28
Mexico (blank) 29
Mexico (with state boundaries) 30
iii
ContentsContents
Western Hemisphere (blank) 31
Eastern Hemisphere (blank) 32
Europe (blank) 33
Europe (with national boundaries) 34
Russia (with national boundaries) 35
North Africa, Southwest Asia, and Central Asia (blank) 36
North Africa, Southwest Asia, and Central Asia (with national 37boundaries)
Asia (blank) 38
Asia (with national boundaries) 39
East Asia (with national boundaries) 40
Africa South of the Sahara (blank) 41
Africa South of the Sahara (with national boundaries) 42
Australia, Oceania, and Antarctica 43
The World (blank) 44
iv
Outline maps are among the most valuable toolsavailable to social studies teachers today. Their use is
limited only by the imaginations of individual teachers. Allareas of the social studies curriculum can benefit by usingthe outline maps.
The outline maps provide a visual image of information.Studies have shown that most students learn better whenthey can visualize material. The outline maps provide acontext for understanding the world in spatial terms. Asstudents add details to the basic outline maps, they areactively organizing information in spatial terms. They canexplore the physical characteristics of places such as land-
forms, bodies of water, and vegetation. Students enjoyusing outline maps as hands-on activities that stimulateinterest and provide variety in the classroom. Outlinemaps invite students to create their own learningmaterials. Students can use the maps they create as theyprepare for various assessments.
The outline maps provided in this book are valuablelearning aids because of their flexibility. They areinexpensive and easy to use. The same map can be usedfor several topics in one chapter, or even for severaldifferent courses. Used creatively by the teacher, outlinemaps can be invaluable classroom tools.
IntroductionIntroduction
1
Outline maps are teaching aids that can broaden class-room experiences. How can teachers best determine
ways to use these tools? The following information sug-gests a few ways to approach the use of outline maps insocial studies classrooms.
Practicing Map SkillsRecent reports note an alarming decline in the ability
of students to use basic map skills. These basic skillsinclude using scales and legends, determining longitudeand latitude, reading relative and exact location, and iden-tifying symbols. Standardized tests are now requiring thatstudents acquire some degree of map knowledge.
Rather than placing the entire burden of teaching mapskills on geography teachers, all social studies teachers canhelp in this effort. All social studies teaching can beenhanced through the use of outline maps.
Developing PerspectivesAs visual tools, maps help students develop perspective.
Using maps, students can learn basic personal perspectives.They can identify where their city, county, state, andcountry are located within the broader world picture.
Then, relationships and higher-level concepts cansurface. Using maps to teach a history lesson on the ColdWar, students can see how far their homes are from theformer Soviet Union. They may also realize how closeAlaska is to the former Soviet Union. They can then beginto understand concepts such as “spheres of influence.”
Students can use outline maps to compare and contrastland areas and bodies of water. They can also analyzelocation and distances. They can explore such questionsas: How does the size of the United States compare withthe size of Australia? How close is the southern tip ofChile to the South Pole?
Noting Patterns and TrendsMaps can put complex statistics and factual information
into a readily understandable form. Statistics about theamounts and locations of oil and natural gas reservesthroughout the world might leave students without a clear
picture of what those figures mean. A resource map wouldclearly show students that (a) the countries of the MiddleEast have the largest reserves, and (b) there are someplaces in the world that are completely lacking in thoseresources.
A list showing Electoral College votes by state for eachpresidential candidate gives the basic facts. A map thatuses color to show which states each candidate wonexpresses the election results in an effective way. Usingsuch maps for several elections, students can readily seevoting patterns emerge.
Recognizing ChangeAnother difficult concept for students is the idea of
change. Politics, the environment and society areconstantly shifting. Outline maps are perfect for showing“before” and “after” pictures. A teacher might use anoutline map to show changing political borders, such asthose of Poland before and after World War II. An outlinemap could be used to show the shifting of the Americanpopulation to the Sunbelt areas of our country. Maps canalso be used to show geographical changes, such as theerosion of seashores by the oceans or the alteration oflandscapes by glacier movements.
Perfecting Social Studies SkillsBesides helping students learn specific course content,
maps can help students perfect their social studies skills. Forexample, once information about the distribution of naturalresources throughout the world is pictured on a map, stu-dents can be asked to draw conclusions of their own.
Some students may suggest that resources areunevenly distributed and, therefore, must be sharedamong countries. Others may realize that many resourcesare available in areas of the world that are undeveloped,therefore suggesting the need for exploration. Drawingconclusions, a critical thinking skill, is only one exampleof the skills developed by discovery learning. Other skillsthat can be developed using outline maps include makinginferences, making generalizations, classifying information,predicting consequences, and evaluating information.
Uses forOutline Maps
Uses for Outline Maps
2
World History1. Locate and label the centers of early civilizations in
Mesopotamia, Egypt, India, China, Africa, and theAmericas.
2. Create thematic maps representing various aspects ofworld history such as the spread of Greek and Romancivilizations; major trade routes that linked Europe,the Islamic world, and East Asia; and the rise and fallof the great African empires such as Ghana, Mali, andSonghai.
3. Locate and label places and regions of historicalsignificance such as the Indus, Nile, Tigris andEuphrates, and Yellow (Huang He) River valleys, anddescribe their physical characteristics.
4. Locate and analyze the effects of human geography,such as the impact the building of the Suez andPanama Canals had on world trade patterns.
5. Use maps to interpret and explain geographic factorssuch as how the control of the Strait of Hormuz hasinfluenced people and events in the past.
6. Explore the changes that have occurred in thecountries of eastern Europe during the twentiethcentury.
American History1. Trace principal voyages of exploration from Europe to
the Americas by such adventurers as Columbus,Vespucci, Cabot, Hudson, and Cartier.
2. Create thematic maps representing various aspects ofAmerican history such as identifying the areas of theAmericas claimed and settled by the world powersactive in the exploration and colonization of theWestern Hemisphere and the changing transportationpatterns that resulted from the interstate highwaysystem.
3. Create maps showing changes in political boundariesthat resulted from statehood and internationalconflicts such as the territories granted to the UnitedStates at the end of various wars.
4. Identify changes in population and the physicalfeatures of the country that influenced these changes.
5. Trace major military campaigns during wars such asthe French and Indian War, the Revolutionary War,and the Civil War.
6. Outline and label the major territorial acquisitions ofthe United States from 1776 to the present.
7. Identify the order in which states were grantedstatehood.
8. Trace the routes followed by adventurers such asLewis and Clark.
9. Identify locations of military conflicts such asVietnam, Korea, the Persian Gulf, and Bosnia andHerzegovina.
Government and Civics1. Locate physical features that are affected by
government policies in various regions or places.2. Use color or shading to compare the seats in the
House of Representatives before and after the 2000census.
3. Use color and labeling to show the percentage ofvoting age population by state that participated inpresidential elections.
4. Use color and labeling to show the state-by-stateresults of presidential elections. Identify any notablevoting patterns by region.
5. Identify changes in population among the states andthe effect of these changes on government policies.
6. Identify states voting “for” or “against” aconstitutional amendment. Identify any notableregional voting patterns.
7. Identify and label the percentages of ethnic orcultural groups found in various states or regions.
3
Selected Activities for Outline Maps
Selected Activities for Outline Maps
Geography1. Locate and label major ocean currents and wind
patterns on a world map.2. Use distinctive colors to show population densities in
various regions of the world.3. Outline and label the seven physical regions of the
United States.4. Locate and label major landforms such as mountain
ranges, deserts, and bodies of water.5. Locate and label countries and their capitals.6. Label various physical regions of the world by climate
and vegetation.7. Label various regions of the world by human factors
such as language and religion.8. Locate and label major historical and contemporary
societies.9. Create thematic maps representing such things as
population distribution, economic activities, andnatural resources.
Economics1. Outline and number the regions of the United States
Federal Reserve districts. Then, locate the bank andbranch cities within each region.
2. Label the general sales tax rate for each state of theUnited States.
3. Use color to identify industrial and non-industrialcountries of the world.
4. Locate and label the natural resources available invarious regions of the world, and analyze the impactof natural resource allocation on the wealth ofcountries in the region.
5. Locate and label the literacy rates of variouscountries in a region.
6. On a world map, use color to identify developed anddeveloping countries of the world.
7. Use colors to identify the levels of imports to andexports from the United States.
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