Group+B+6-B-1+Workspace

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

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

===Scan===

OK - It appears to be a battle map. There is an overlay of troops and planned movements on top of an actual map.

War Map with British and U.S. troops on same side. Map has arrows and numbers on it. Names of cities appear on the map. The date of June 8, 1944 are on the map. The word "secret" is crossed out. Body's of water are on the map.

Why is secret crossed out? Hmm .... ===Examine===

Upon further examination it seems as though this might be a map of the DDay invasion of Northern France. Sorry, make that troop movements after the original DDay invasion. DDay was June 6th 1944.

As I have examined this further, this is a World War ll Military Situation Map. This map was intended to be used by the military of the U.S and British troops in their plans of positioning and possible attack on the German forces during World War ll. As Ryan has pointed out, this map was not created on the original day of the invasion but a couple of days later. The identifying index in the bottom left of the map tells me which markings on the map are those of the United States, British, and German forces. I would however be interested in knowing what the numbers and markings beside and on the various troops stand for.

Interesting point about the markings Antonio.

===Analyze===

OK so this map at one point was top secret. Obviously, I would assume it was a military map. It appears to show troop movements and locations. On the map are cities and towns as well as bodies of water in Northern France. The troop movements indicate the location of both American and British troops, as well as the location of the German troops. I think it is really need to have a primary source of the military plans for the invasion of Normandy during WWII.

This particular map is one of many that was printed during World War ll. The maps were used by United States commanders in their daily evaluation of the campaign and for planning future moves and strategies as the troops made their push toward Germany. These maps at the time would had to of been labeled as "secret" as only those in command would have access. This would of been one of the maps that was declassified. Judging by the information contained on the map, the order to declassify this particular map was on June 18, 1979, if I am reading this correctly. There is a collection of some 416 printed maps of this type which are now housed in the Library of Congress Geography and Map Division.

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

I would think this series of maps could be used in a Social Studies classroom while learning about World War II. One universal aspect would be for students to learn how to decipher and understand primary sources.
 * //How can this series of maps be used in the classroom?//**

Let me also add to Ryan's answer that I could perhaps see these series of maps also being used in a Math class. Calculating the progress/distance that the troops make on a daily basis and finding the average of distance covered in a certain amount of time could be possible. This could be calculated in kilometers as well as miles.

Antonio - Math class use would be an excellent idea. -Ryan //**What prior information would be necessary for students to use these maps effectively?**// Students would need to know basic information about WWII ingeneral. Students would also need to know the basic geography of Europe.

I agree with Ryan in the fact that students would need to know basic info on World War ll and the lay of the land of Europe.

//**Would you use these maps in your classroom? Why or why not?**// I would probably not use these maps because I do not teach WWII. However, if I did, I would definately consider using them. It has been my personal experience that students lack basic geography skills. My belief is that when we pull students out of Social Studies in the younger grades to get reading and math remediation, they miss out on key social studies concepts. Furthermore, I would probably want to utilize a map that was not as complicated and difficult to understand as this one.

Maybe I am not using __my__ critical thinking skills when it comes to trying to find ways to use these maps within my teaching field but I just do not see any use of these maps within Physical Education. On second thought, these maps remind me of using a playbook to develop strategies like when participating in football. The plays and formations change on a regular basis depending on the alignment of your opponent. So, maybe these maps actually do have a use within the Physical Education classroom.


 * I couldn't agree with you more! ~ Jana **

==Map Uses Brainstorming==


 * [|www.history.com] - Provides a fun game for students to review the location of the 50 United States. - []
 * Students could use US Census data to include some data analysis and graphing skills - ties into mathematics.
 * For current events, either local, state, national, or world, we could have a map in our classroom on a bulletin board - surround it with the articles and connect the story to the location of where it occured.
 * For students to learn more about where they come from, we could do a mini unit on geneology and map the ethnic and cultural heritage and diveristy of the students in our classes.

> [] >
 * This link gives you access to world thematic maps which can be used in many different subject areas.
 * T he Language map can be used in Language Arts in helping the students understand what type of language is spoken in different parts of the world.
 * In English the world literacy map can be used to raise awareness of illiteracy around the world. This would give our students a greater appreciation for our education system in America.
 * Within Information Technology classes the world cellular communication map would be used to generate a lot of discussion as to what areas of the world are considered to be technologically advanced.
 * Enter ideas and resources here.
 * Enter ideas and resources here.