Group+D+6-B-1+Workspace

= 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.

FINAL - Mary and Sara

===Scan===

I first noticed the heading at the top left of the map that reads "SITUATION - 2400 HRS 8 JUNE 1944 HQ. FUSAG COPY NO. ___ " I am wondering what this means. Possibly 24 hours of movement on June 8, 1944 (SS) There were many symbols with arrows pointing to areas on the map. This possibly shows advancement of troops. (SS) I located the map key (SS) Bodies of water, roads, symbols (MF) Tracking movement? (MF)

===Examine===

U.S./British troop movements? (MF) Use of word "enemy"--no use of Germany/German, etc. (MF) Strategy (MF)

This map was not declassified until June 18, 1979 (possibly) (SS)

===Analyze===

Attack plans for U.S./British troops (MF) D-Day plans? (MF) Who: HQ Twelth Army (SS) What: Group situation map showing daily progress of Allied troops as they push towards Germany (SS) When: Troop position during WWII on June 8, 1944 (SS) Where: Western Europe (SS) Why: The maps showed commanders of the US forces to evaluate and plan for future strategies (SS)

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

I would use the maps to show my students how the US army had to track the enemy. I would ask them if the war would have ended differently if the routes were changed and what would the ending be. (SS) Yes, in the right setting...with adequate background information. I would not use them to begin a study of WWII. Civil War maps might be be more high interest. (MF)
 * //How can this series of maps be used in the classroom?//**

//**What prior information would be necessary for students to use these maps effectively?**// Students would need background knowledge of World War II before using the maps effectively. (SS) Students would need to understand wartime strategy. (MF)

//**Would you use these maps in your classroom? Why or why not?**// I would use these maps in my classroom if I was a little more confident in reading them. (SS) I would use maps of this type if I taught social studies, particularly if it could accompany a battle simulation. (MF) Otherwise, I think they would not be interesting to most students.

==Map Uses Brainstorming==


 * I like to use maps in my Reading class. Our weekly stories take place all over the world and I feel that the students find it easier to connect to the story if they can understand where it takes place. For example, our one story takes place on the island of Borneo. My students have no idea where that is or what it is like so I pull up maps and images give them some background information. Here is a map of Borneo [] and I would also show them a world map so they get the big picture []. (SS)
 * I use maps (diagrams more often, though) when it is difficult for students to visualize the setting of a story or novel. For example when we study //Julius Caesar//, I use maps of Ancient Rome and the Roman Forum. I do a similar activity when we study //Romeo and Juliet//. Italy is so far removed from my students' experience that I find maps help them put mental pins in these unknown places. (MF)
 * I would use maps in Health class when discussing the prevalence of diseases. There are maps that highlight where the majority of the cases of certain diseases are. (SS)
 * I do an assignment every year in which students have to write directions and then practice mapping routes from home to school. (MF)
 * Maps could be used when learning about forces of nature such as hurricanes and tornadoes. Compare and contrast maps showing where hurricanes and tornadoes take place to see if there have been and changes over time. Are there more or less instances of hurricanes and tornadoes? (SS)
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