Group+B+6-B-1+Workspace

= Home > Learning Activity 6-B-1: WWII Maps > Group B 6-B-1 Workspace= ====Hi Michele! So happy to be working with you again! Thank you so much for your kind message. Since it seems that we are supposed to work together on this one from the start, what do you think about each listing a few for each step (Scan, Examine, and Analyze)? Then we can fill in the gaps from there. I have a few ideas together, but, if I'm the first to post tomorrow, I'll just list a few to get us started. I'll do the same for the other categories. . . just a few thoughts. . . that way you will be able to add your key responses, too. If you are first, please just feel free to go for it. ;-)====

Darlene -- That sounds great! I also received your message on the class page. I will post some things in the morning as well and check back in to see what you have posted. I am also available Friday. We have plenty of time!

Michele -- If you have something better or more appropriate for What, Where, or When, please feel free to replace my response with your own. I will try to add some lesson ideas at some point today. Have a great day with your little one! ;-)

Michele -- I have added more ideas below. My daughter will be in recovery soon, so I'm going to work on some other assignments and check back later (late tonight or Friday) to view your additions and to check to see if you think we need anything else. Thanks so much! Darlene

Darlene -- I have added some additional ideas and information. I am glad to hear your daughter is recovering. Talk to you soon! I will check back tommorrow. Michele

Michele -- I added one more lesson plan idea. Thanks so much for finishing the remaining item. Are you happy with what we have? If so, I think we can label it "Final Copy."

Michele -- I wasn't sure if you'd check back since we seem to be done --, so I just added "Final Copy" so that Chris knows we are finished. It was such a pleasure to work with you! Have a fantastic weekend!

Darlene -- Everything looks great! I did not get a chance to check back Saturday as I had a wedding to attend! Thanks again for a great partnership! Michele

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

===Scan=== Michele = Blue I see a key located at the bottom of the map indicating who the map involves. The date of situation is located at the top of the map. "June 8, 1944" Darlene = Purple The word "Secret" is crossed out, indicating the document has been declassified. "Situation 2400 HRS." is printed at the top of the document.

===Examine===

The map shows the involvement of 3 parties, the United States, Great Britian, and the enemy. There is also a bombline present showing how the troops were separated. There is a body of water in west of the positioned troops. U.S. and British troops are moving south toward enemy troops. A body of water separates Allied troops from enemy troops.

===Analyze===

WHO The Allied troops are comprised of the United States and Britian. The enemy is the German army. WHAT The Allied forces are bombing and attacking the German line of defense and attempting to hinder German reinforcements and supplies. World War II attack on the beaches of Normandy. The attack on Normandy was one of the greatest naval bombardments ever launched. The attack destroyed enemy defensive positions.

WHERE Allied forces are moving south from the beaches of Normandy toward the German defensive line.

WHEN The date on the document is 2 days after D-Day (my husband, who is a social studies teacher, was my resource for this. ;-) )

WHY If successful, this strategy would further secure the beaches for Allied troops and supplies.

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

These maps can be used during a study of WWII. Students can use these maps to analyze the positions of the Allied and enemy troops during WWII. The analysis will help the students understand how the troops moved throughout the war.
 * //How can this series of maps be used in the classroom?//**

//**What prior information would be necessary for students to use these maps effectively?**// In order for students to effectively understand these maps they would need some background information on WWII. They would need to know the cause of the war and who was fighting for the respective sides in the war. To specifically use and understand the map we analyzed students would need background information on the Normandy attack and storm of the beaches. However, if you were only studying maps and the features of maps you need to provide less background information to the students about the context of the map. The students could easily analyze the common features of a this map if they had the knowledge of how maps were created.

//**Would you use these maps in your classroom? Why or why not?**// Actually, I could have used a map in connection with one of the short stories that we used to read in ninth grade entitled "Beware of the Dog." In the story, the main character, a British pilot, has been shot down. Although the staff in the hospital tell him that he is in Brighton (England), he makes a series of observations during the story that indicate that he is, in fact, in France. Although the hospital staff is friendly and reassuring, the main character continues to have doubts. The big surprise occurs in the final scene when a character who is in the guise of a British commanding officer visits him in the hospital. Realizing that he is in fact in enemy territory, the main character responds to the visiting officer with only his name, rank, and serial number.

Most of my students didn't "get it" because they didn't have the historical background regarding Germany's occupation of France during WWII. Having them view a military map prior to reading and discussing the story would have enabled them to have had that epiphany on their own. Although I had never thought of doing that, I now realize that the lesson would have been so much more effective if I had.

I would not be able to use these maps in my classroom. In my fourth grade classroom we study the history and creation of Pennsylvania. We usually study the history up to the Civil War and then shift our studies to government structure and the election process. The United States involvement in WWII is not a part of our fourth grade curriculum, which would make these maps irrelevant, unless I used them in my small guided reading groups. I have not in the past, but if I picked a book for one of my reading groups that dealt with this period in history or this topic, the attack on Normandy, these maps could be used to provide background information on the topic. I have used the book "Bat 6" which takes place after WWII and focuses on the attack on Pearl Harbor. When introducing this book I used maps of Pearl Harbor and Japan to make the connection for my students, therefore I could use the WWII maps in the same way if I had a book that dealt with this topic.

==Map Uses Brainstorming==

This activity would probably be most appropriate for upper elementary and middle school students. This would be an excellent activity for my fourth grade students. When we discuss coordinate points we begin with the basics which includes plotting points on graph paper. Once we become pros at this we transfer this skill to real maps. We use what we learned about the "x" and "y" axis and apply this to longitude and latitude. The students are responsible for locating and finding actual towns, cities, and landforms dependig on the map we are using. This activity could be used on various grade levels, since the complexity of the journey and the requirements of the lesson could be adjusted for the grade level.
 * In math class, students could use their charting and graphing skills to locate and plot certain positions on the map.
 * In reading or English class, after reading and discussing a literary selection involving a journey, students could choose a location and map out their journey. This could be cross-curricular in that they could use math skills to calculate distance and determine fuel costs, etc.
 * In secondary English classes, students could use the maps in connection with literary selections (e.g. "Beware of the Dog," which I mentioned above). I think many students think that American troops landed on the beaches of Normandy, secured the beaches, and that the fighting was limited to a confined area. Using maps to track the progression of Allied troops would enable them to see how difficult and complex the operation was as our troops progressed until the ultimate fall of Berlin. In "Beware of the Dog," students did not understand how a British pilot could end up in the hands of the enemy just because when he ejected from his plane he ended up on the other side of the Channel. Studying the maps would enable them to see how formidable the Germany forces were.


 * In secondary English or reading classes, a map could be used in connection with //Night,// Eli Wiesel's memoir about his experiences in concentration camps. Students could trace the train journey of Eli Wiesel and his father as Wiesel recounts it and their subsequent transportation or march from one concentration camp to another.

[] (Five maps on this webpage could easily be used during this unit: Romania, Ghettos in Occupied Hungary, Deportation from Ghettos to Auschwitz, Auschwitz Interactive Map, Major Death Marches from Auschwitz).


 * An additional example for using a map in connection with //Night,// or any literary selection which involves concentration camps (e.g. //Thanks to My Mother)//, would be to have students study a map of concentration camps during WWII. Too often, I think, students do not realize that there was more than one camp, that those camps differed in severity, and that they were also located in Poland, Austria, and C zechoslovakia, as well as Germany.

[]


 * In my classroom I use maps for a writing resource. I provide photocopies of various maps including the world, the United States, and Pennsylvania. The students store these maps in their writing folder for easy access. I introduce the maps with a mini lesson when we are discussing literary elements. We discuss setting and define setting as where and when the story takes place. Often students write stories with very similar settings. By introducing the maps as a resource to help the students choose a new and unique setting I find that my students stories vary much much more and they are much more interesting to read.


 * Maps could be used in an upper elementary classroom when using the book //Bat 6// and //Sadako// and the Thousand Paper Cranes. These books both take place post WWII and the story lines in both books connect back to events that occurred during WWII. The students would need some background information on WWII and why the United States entered the war in order to totally understand these 2 books. Students could use maps to locate Pearl Harbor and the island of Japan. In the book //Bat 6// one of the characters who is a sixth grade girl continues to be bitter towards Japanese Americans due to the fact that her father was killed at Pearl Harbor.If the students did not have background knowledge of this event and where it occurred they could not fully understand this characters attitude. They could also use the maps to specifically locate Hiroshima and Nagasaki. Knowing why these 2 cities were targeted and what happened in these two cities will help students understand why Sadako becomes ill, as she experiences sideffects from the atomic bombs and develops leukemia.


 * Another use in my classroom would be used in correlation with the story //Lewis and Clark and Me//. This short historical fiction story is located in our reading series textbook. The story is told from the prespective of the dog that travelled with Lewis and Clark. The dog tells of the adventures he had while travelling on the expedition. The students could use a map during or after reading the text to track the journey of Lewis and Clark.

These webpages contains maps that would be helpful:
 * In secondary English classes, students could plot the raft journey of Huck and Jim using maps from the time period. Although I have never done this, I wish I had because it would enable students to fully appreciate how long and arduous their journey was.

[] [] (Contains a map of both the Upper and the Lower Mississippi River.)
 * Enter ideas and resources here.