Group+D+6-B-1+Workspace

Lori, I will be working on this tomorrow. I started working home bound with a student and was not home nights this week. I wanted to work on it now, however I am not able to download anything on my work computer. I will have to complete that at home this weekend. Thanks. Tina Ahh finally I was able to enlarge it so I can actually see what it was showing!

= Home > Learning Activity 6-B-1: WWII Maps > Group D 6-B-1 Workspace=

==SEA Record== Record your observations below for each stage of your primary source analysis.

===Scan===

LS: The map appears to be a military map plotting strategy. The key identifies the U.S., the British, and the enemy and it is dated June 8, 1944, so it is following D-Day. It is obviously a map belonging to the Allied forces since the U.S. and British are designated separately from the enemy. JR: It looks like it is an air map of a battle. It shows US, British, and enemy troops as well as bomb lines. There are a lot of numbers and letters in the boxes represented by the different troops. ===Examine===

LS: Each square with X's seems to represent either a U.S., British, or enemy troop and it's location in northern France. There is no key which explains the X's or the numbers and letters by each "troop." The map has the word Secret crossed out and a stamp along the side indicating it was declassified on June 18, 1979, so it was once a confidential map that has been released to the public. There is also a LOC stamp dated Nov. 1, 1944 which is probably when the map was filed in the Library of Congress (though still classified?).

JR: Audience: Whoever is in charge of making the decisions about troop placement. It allows people in the military to see where everyone is located. Creator of the map: Someone who knows a lot about the miitary and what is going on in this battle. Also, this person needs to have a lot of time to work on this map. He or she also needs to be giving this information or see it for themselves. Purpose: To inform the troops where everyone allies and enimies are looked. That way they are able to plan an attack. Content:This map shows the area in which the battle is taking place. It allows viewers to see where troops are located and allows them to make better decisions on their plan of attack.

Glad you included audience/creator/purpose here. I forgot those steps from the more detailed sheet! They are all three important to keep in mind when analyzing.

===Analyze===

LS: Since this is a situation map from midnight on June 8, 1944, it is probably the plan the Allied forces conceived for moving inland after their victory on the beaches of Normandy. Though the loss of life was high on D-Day, it was an important victory for the Allies, gaining them a foothold from which they could begin their march across Europe to ultimately defeat Hitler. This map, as well as the many others, would have been crucial in plotting the course the more than 100,000 soldiers would take in pursuit of victory in Europe. JR: There are many different maps like this that were drawn starting on June 6, 1944 until July 26, 1945. These maps were used by the commanders of the United States. They showed them how we and are allies are doing as they move toward Germany. JR

http://memory.loc.gov/ammem/collections/maps/wwii/index.html

==Discussion Area== Discuss and answer the following questions about the series of maps.

LS: I would say, especially in a History classroom, that these maps would be valuable in providing students with a visual of the progress the Allied forces made after their victory at Normandy. For instance, the map prior to the one we looked at for the SEA, dated June 6, 1944 midnight (which I think is so surreal), is very differently populated from the one just two days later. The map dated Dec. 15, 1944 really shows how completely the Allies had moved across Europe since the previous June and how much closer they were to victory. JR: The series of maps could be used to show how much things changed from day-to-day. It also shows what our troops and allies went through for the victory. I am not a fan of history, however I really enjoyed looking at these maps. It is neat to see things like this and more so makes you appricate what people did for us to have all the freddoms we have today.
 * //How can this series of maps be used in the classroom?//**


 * That's an example of what primary sources bring to the classroom! :) ~ Jana **

//**What prior information would be necessary for students to use these maps effectively?**// LS: Definitely students would need to know basic information about WWII, such as which countries were a part of the Allied forces and which were Axis powers. They would also need to know the background of D-Day and possibly VE Day to provide a context for the maps. JR: I agree with Lori. I think students needs to have a basic understanding of WWII to truely understand this map. As someone who learned about it, but doesn't remember that much about it, it is neat to see the difference from day-to-day however, it would be so much of a better exprience if you really understood eveything you saw! //**Would you use these maps in your classroom? Why or why not?**// LS: I do not currently teach a senior high language arts unit in which I could use these maps, but when I had junior high I did a unit with Number the Stars, which is a WWII related book. There would certainly be a relation to these maps since they track the Allies' progress through Europe, but the book takes place in Denmark, not France. JR: I do not believe I would use these maps in my classroom. I do not teach any history classes, however I do teach math. I think there are a lot of math skills you can work on using these maps, such as finding the distance and/or speed of the troops etc., however I do not feel as though I would have time to use them. I may have time after the PSSA's are over. The other issue I have is that in the district that I work in, they do not really learn about the World Wars until they are in high school.

==Map Uses Brainstorming==


 * LS: I have used maps to provide a context for the setting of literary works, especially ones from Early American literature, such as the Scarlet Letter, Sinners in the Hands of an Angry God, etc.
 * European Colonization of North America 17th Century
 * LS: This map shows a general layout of a town in colonial New England, which is applicable with many of the short stories I teach. Students can label the map to fit the story we are reading-add to it, if necessary.
 * Town Map of Colonial New England

**I am sure that these maps are an excellent "prop" to bring a better understanding of American Colonization. :) ~Jana**
 * LS: A Physical Education class could possibly use maps to track the origins of sports and how they came to America. For example, the early Olympic Games in Greece, golf in Scotland, etc.
 * LS: Math classes could use maps when studying measurement and proportion, using the scale ratio provided on most map keys.
 * JR: A language arts class could write a journal for each map. They could explain the similarities and differences from day-to-day/map-to-map. They also could write what they think it was like for our troops.
 * JR: When I used to teach 8th grade Reading I always showed the US map so that students understood the area in which this story took place. Learning support students always seem to do better when they are able to "see" the location.
 * JR: Geography: Maps are used to learn map skills, such as locations North, South, West, and East and places in between.Also for learning how to use a map key and a scale.
 * JR: A math class could figure out the distance between different locations. They also could use a map to create a scale drawing of it.
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