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Core Map: Mitchell's Map of the United States. Philadelphia: S. Augustus Mitchell, 1835. Newberry Library call number: H6083.58
(Printable PDF version of the Core Map)
Resources related to Map 5.
Curator's Notes for Map 5.
Overview
Using the core map and other materials, students will explore the then new city of Cincinnati's importance as a transportation hub in the 1830s. One group will construct a simulated guide for immigrants coming to Cincinnati via Boston and New York, and the other will report on the trade down the Ohio and Mississippi Rivers to the western southern states, both during the 1830s.
Objectives
During the course of this unit students will:
- improve map and timetable reading skills.
- analyze information from the core map and other sources and construct routes from New York and Boston to Cincinnati as they might have existed in 1835.
- construct a word picture of Cincinnati in its early days.
- evaluate the role of agricultural production for market in the development of Ohio's economy.
- account for the importance of mid-western foodstuffs for the plantation economy in the cotton plantations of the Gulf states.
Key Terms
plantation, immigrant, immigrant guide, site, situation, prospectus
Materials
computer image or overhead of the core map, Chart of Canal and Rail Routes, Descriptions of Cincinnati and Hamilton County, Ohio, Gazetteer Descriptions of Cities, Excerpt from Mitchell's Compendium, Excerpt from Mitchell's Accompaniment, an American History textbook, a modern map of the United States
Time
Three hours, plus reading time
Getting Started
- Discuss with students the origin and maker of the core map (see Curator's Notes).
- Identify the symbols the mapmaker has used for the following geographic features: the railroad, canals, roads, cities, state borders, rivers, lakes, and the ocean.
- Call attention to the inset maps on the core map. Select "city views" from the menu on the core map and click on the highlighted areas on the core map to see views of the major cities. Note that the views give some idea of the importance of transportation to the site and situation of these cities. Using the Curator's Notes for guidance, discuss with the students how the location of major transportation routes and major cities were related in 1835.
- Compare the area covered by the core map briefly with the same areas on a modern United States map. Discuss with the students how the location of major transportation routes and major cities are related for the time period of the modern map.
Developing the Lesson
- Students should be divided into two groups, each of which will work on one of the two projects described below. Students will need access to the core map; the Descriptions of Cincinnati and Hamilton County, Ohio; the Excerpt from Mitchell's Compendium, the Excerpt from Mitchell's Accompaniment; and a history textbook that discusses the economy of the USA in the 1830s.
- Setting the scene: Each student is to receive a copy of the following statement: "It is early in the year 1836. The enterprising citizens who have founded Cincinnati (Ohio) are keen on making their new city grow-as rapidly as possible it might be added. To that end, two committees have been established. The task of Committee 1is to attract new residents to both the city and to the surrounding farm land. The task of Committee 2 is to encourage the export of foodstuffs through Cincinnati down the Ohio and Mississippi to the cotton plantations of the western southern states."
- Committee 1: Students in Committee 1 receive a copy of the following statement and follow the instructions contained therein: "Cincinnati needs more enterprising residents and more farmers in the surrounding counties who will buy their supplies and export their corn and hogs through Cincinnati merchants. Your task is to develop a guide book for immigrants that includes the following: A glowing description of Cincinnati and its opportunities for immigrants. Another glowing description of the surrounding farm lands and of the opportunities they present. (The investors in the Cincinnati, Harrison and Indianapolis Railroad and in the Miami and Ohio Canal would appreciate a few words about the convenience the line gives to those shipping their farm produce to Cincinnati.) Lastly the guide should provide detailed information to travelers about how to get from New York and Boston to Cincinnati. To help the committee in its work, the city fathers have purchased the newest map of the nation by Mitchell [Core Map], which also includes a "Compendium of...Canals and Rail=Roads.[sic]...."
- Committee 2: Students in Committee 2 receive a copy of the following statement, and follow the instructions therein: "Cincinnati needs to increase its export, especially barrels of preserved pork, to the plantations in the western southern states. Your task is to develop a prospectus that can be given to potential investors and merchants that includes the following: A glowing description of Cincinnati, with its warehouses and slaughterhouses, as a center for the collection, processing and export of foodstuffs, especially pork. [Until supplanted by Chicago in the 1860s, Cincinnati was the leading exporter of processed pork.] Something about the city as a transportation hub will also be needed. (The investors in the Cincinnati, Harrison and Indianapolis Railroad and in the Miami and Ohio Canal would appreciate a few words about the convenience that their lines give to those shipping their farm produce to Cincinnati.) Lastly the river route down the Ohio and Mississippi, the types of boats used, and so on (not forgetting when the river is closed due to ice in winter) must be included in as positive a manner as possible. To help the committee in its work, the city fathers have purchased the newest map of the nation by Mitchell [Core Map], which also includes a 'Compendium of...Canals and Rail=Roads....'"
- Upon completion of the work the students should present their documents to the class.
Evaluation
Using a 1-4 scale (4=excellent, 3=well done, 2= satisfactory, 1=poor) assess student performance in constructing the documents as directed in Developing the Lesson #2.
For 4 points, the student has gone beyond the assignment; i.e. he or she synthesizes more information than expected, or shows particularly incisive analysis. He or she works well with other group members in researching for and preparing the documents.
For 3 points, the student has done all that was asked for in the assignment in a thorough manner. The analysis is sound, supported by specific examples, and clearly organized. The work is correct and neat, and exhibits few, if any, spelling or grammatical errors. He or she works well with other group members in researching for and preparing the justifications.
For 2 points, the student has done most of what was asked for in the assignment in an acceptable manner. The analysis is sound with only minor flaws, if any; is supported at least in part by specific examples; and is organized well enough so that one is able to follow the presentation. The work is, for the most part, correct and neat, and may exhibit some spelling or grammatical errors. He or she contributes to the work of the group.
For 1 point, the student has done very little of what was asked for in the assignment. The analysis contains numerous spelling or grammatical errors, is not well organized, and does not use specific examples. He or she does not significantly contribute to the work of the group.
Extensions
- If the students' city is on the core map have students construct an exhibit comparing the transportation networks of the 1830s with those of the present using the core map and a modern one.
- Using the core map and a modern one, have students construct an exhibit comparing Cincinnati's transportation networks of the 1830s with those of the present.
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