Maps are essential décor for any social studies class, and though they

Question

Maps are essential décor for any social studies class, and though they are helpful tools in beginning to understand geography, maps are merely 2-D representations of a 3-D world and will always carry certain inherent inaccuracies. Because of their flatness and size restrictions, maps require manipulation, rendering them incapable of showing the actual shape of the earth and the continents, nations, and other features upon it. Though these might seem like necessary concessions, the implications of such manipulations move beyond the blackboard and can have damaging effects; forcing students to see the world in 2-D each day has the attendant effect of teaching them to understand the world in two-dimensional terms.

Furthermore, maps present borders as fixed, unchanging entities, which is a misleading implication to present in a history course. Borders have been changing throughout the history of civilization, and the United States is a perfect example of a country with borders that have blurred and bled into one another for decades as states continued to form and join as recently as the 20th century.

Furthermore, maps present borders as fixed, unchanging entities, which is a misleading implication to present in a history course. Borders have been changing throughout the history of civilization, and the United States is a perfect example of a country with borders that have blurred and bled into one another for decades as states continued to form and join as recently as the 20th century.    1 
 1. The author’s main idea is that

(A) maps are a necessary evil
(B) maps present borders as static
(C) 3-D representation of the world is impossible
(D) outdated information makes education less effective
(E) graphic representation can encourage cognitive misconceptions.

2 
 2. Which of the following, if true, would most undermine part of the author’s evidence?

(A) Some students exposed to maps grasp 3-D and dynamic concepts about the world.
(B) Most teachers rely very little on the maps displayed in their classrooms.
(C) Computer generated map displays increasingly in use in classrooms show changes in boundaries almost instantaneously.
(D) Maps from hundreds of years ago contain errors.
(E) 2-D maps do not indicate topographical features effectively.

3 
 3. The author does which of the following in the passage

(A) employs circular logic
(B) cites a historical case
(C) uses physical description to support an accusation
(D) discusses a hierarchy of problems with maps
(E) rebuts a commonly held view

RC Butler 2023  -  Practice Two RC Passages Everyday.   
Passage # 158 Date: 22-May-2023
 This question is part of RC Butler 2023 .  Click here for Details

Manhattan GRE 5Ib.

DanTheGMATMan · Answer

(A) employs circular logic -  No instance of circular logic (Doesn't assume a conclusion that's necessary to prove a premise) 
(B) cites a historical case - Correct! Uses the example of the US and how its borders have changed historically 
(C) uses physical description to support an accusation-  No real accusation in the passage 
(D) discusses a hierarchy of problems with maps-  Okay, but I don't see a hierarchical structure to it. There is really just a list of problems about the distortion and fixed nature of maps. These problems don't build and correlate into a heirarchy 
(E) rebuts a commonly held view-  Tempting, but the author doesn't cite a commonly held view. The implied view is that maps are accurate but the author never mentions this as a widely held view so it's like it doesn't exist

nikNewMusic · Answer

Can you please help with the explanation of following doubts?

In 2nd question, why option b is incorrect? If we say that teachers rely on maps(that are present on classroom walls) this means all the errors in them doesn???t matter because they are not being used but some better source of maps(may be computerised 3D maps) are being used.

In 3rd question, why option C is incorrect? Author uses the example of US for blurred and bent borders: this in my opinion is a physical example.

Thanks:)

ParamjitDasGMAT · Answer

Hi  nikNewMusic ,

I will be happy to help with Q2.

Here is the author's main argument (marked in bold to separate from the other parts of the passage text):

"Maps are merely 2-D representations of a 3-D world and  will always carry certain inherent inaccuracies . Because of their flatness and size restrictions, maps require manipulation, rendering them incapable of showing the actual shape of the earth and the continents, nations, and other features upon it. Though these might seem like necessary concessions,  the implications of such manipulations move beyond the blackboard and can have damaging effects ;  forcing students to see the world in 2-D each day has the attendant effect of teaching them to understand the world in two-dimensional terms.

Furthermore,  maps present borders as fixed, unchanging entities, which is a misleading implication to present in a history course . Borders have been changing throughout the history of civilization, and the United States is a perfect example of a country with borders that have blurred and bled into one another for decades as states continued to form and join as recently as the 20th century."

The author's main argument is that maps are flawed because they are static and they are 2-D representations of a 3-D entity. An option which shows that this isn't the case would weaken the conclusion -- for example, an option which says  maps are dynamic  or that  maps can adequately represent 3-D data . Option (C) does the former.

(B) doesn't work because even if most teachers do not rely on maps in the classroom, the above flaws remain and students can study the maps   outside the classroom as well   (it is not written that students are exposed to maps  ONLY  in the classroom.

Hope it helps

Carolweszxdrcftvb · Answer

Can some one explain Q2

Sajjad1994 · Answer

Official Explanation

2. Which of the following, if true, would most undermine part of the author’s evidence?

Explanation

The  second paragraph  critiques the static quality of maps.  Choice (C)  eliminates that problem. As for  choice (A), “some”  means at least one, not a majority—the example of what may just be a few exceptional students does not do much damage to the evidence or the point that, in general, maps cause students to think about the world in 2-D.

The author’s evidence involves the presence of maps in the classroom, so the amount of use is irrelevant; eliminate  choice (B) .

Choice (D)  is also irrelevant, as the passage premises involve modern maps.

Choice (E)  is backwards; it strengthens the evidence that maps impede 3-D comprehension.

Answer: C

djangobackend · Answer

I don't think question 1 is correct. 2D graphic interpretation of a 3D world is wrong. but saying graphic representation can encourage cognitive misconceptions includes both 2D and non-2D as well. It "can" do so in 2D cases but it may not do so in 3D

Maps are essential décor for any social studies class, and though they

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Maps are essential décor for any social studies class, and though they

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