A. Identify ONE likely purpose for the creation of the map. b. Explain ONE way in which the map illustrates the broader context of cross-
cultural contact in the sixteenth century.
c. Explain ONE way in which a historian might use an atlas such as the one
shown in the image to understand the state of geographical knowledge in
the sixteenth century.

the answer is expolration. hope this !

from the religious point of view, the conflicts began because of the enmity between catholic and protestants. in 1649, at the insistence of baltimore, the colonial assembly approved the act of religious tolerance, the first law in the colonies granting freedom of worship, though only for christians. in 1654, however, with the protestants of maryland in the majority, the act was revoked. the almost civil war broke out and order was not restored until 1658, when lord baltimore was returned to power.

on the issue of class conflict, the chesapeake region offered few economic opportunities to contract employees who had served their term of obligation. even with the small amount of capital needed to grow tobacco, former hired servants at best became subsistence farmers, a mature class for those called to rebellion, such as those proposed by nathaniel bacon. as the number of new hired workers declined because of limited chances of progress and reports of severe treatment, they were replaced by african slaves.

from the racial point of view, after 1660, the chesapeake colonies imposed laws that defined slavery as a lifelong and hereditary condition based on race. this made slaves profitable because planters could rely not only on their work but also on their children. the slave population, which numbered four thousand in virginia and maryland in 1675, grew significantly by the end of the century.

men and women were able to be citizens, but women did not have all of the rights of men including voting and holding office. slaves could be if they were freed.