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.

Scan
Record observations from the Scan stage here.

-very detailed map-lots of labels and text on the map -title in upper left hand corner -bodies of water, roads, counties, etc. -many markings/labels on the map, mostly towards the top -Jenn 2/20/12

Declassified in March of 1982 Scale in miles and kilometers Reported June 8 1944 Put in Library of Congress in November of 1944 Secret is crossed out Kirsten 2/21/12

Examine
Record observations from the Examine stage here.

-Seine River -towns and locations in France -dated June 8, 1944 -markings and symbols at top seem to represent flags of nations, units, etc. -arrows with the word "commenced landing" -arrows and battle lines -word SECRET is crossed out -sheet 3 -space to write in Copy # -HQ Twelfth Army Group -Jenn 2/20/12

Some chronology provided (commenced landing 0719 55) Although there is a map key, many of the symbols are unclear (ex. solid line followed by xxx followed by solid line). Concentration of TKS (ours or theirs? does that mean tanks?) Map made from combination of air maps and communication maps and TIS report Kirsten 2/21/12

x's above boxes: what does that indicate? shaded box (enemy) with circle instead of x: what does that mean? Kirsten 2/22/12

Analyze
Record observations from the Analyze stage here.

-this appears to be the battle map for the Headquarters of the Twelfth Army Group -the map is of the armies situation located in the country of France -the markings indicate the current (at 2400 hours on June 8, 1944) the location of various groups within France during a military operation -the symbols could represent forces from different Allied nations, whether the force invaded France by land, air or sea, or what unit/regiment/group they are -this map is dated two days after D-Day (June 6, 1944) which as the first wave of attacks to invade and eventually liberate France from German rule -this was a massive land, sea, and air assault with heavy fighting and high causalities, such an operation would have required extremely detailed planning and maps -maps shows a detailed overview of where different groups are located and there were most likely multiple copies of this map produced so that the forces working together were aware of the progress of the invasion -Jenn 2/20/12

FUSAG is First United States Army Group The copy number could have been to keep track of the number of these maps being circulated The arrows could mean the movement since the beginning (June 6) or the direction intended. Since the declassification happened in 1982, was the SECRET crossed out then or earlier? The Allied forces seem to outnumber the Axis 46-28. Is that an accurate reading of the map? The map was created using air maps and communication maps from 1943 and March of 1944. How accurate was this information in June of 1944? Kirsten 2/22/12 Kirsten- Great questions, esepcially about when the SECRET may have been crossed out or if this an accurate reading of the troop locations. This map may be used as a launching point for inquiry-based learning about D-Day and the events that took place. -Jenn 2/22/12

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

Hi Kirsten! As you can see, I added my SEA observations, ideas of how I would use the WWII maps, as well as some possible ways to use maps in other grade levels and content areas..looking forward to working with you again and brainstorming, sharing some ideas! Thanks -Jenn 2/20/12

Jen, I added in my two cents. I really needed a lot more information about the map key in order to read the map effectively. Obviously the people that needed the map knew what all the symbols meant, but reading it now, I am not sure exactly what I am seeing. So the information I put up is mostly in the form of questions. Thanks, Kirsten 2/22/12

Kirsten, You made some great observations in your SEA notes. I agree that the map is very hard to understand without knowing what all of those symbols mean. Perhaps the information was even coded somehow, in case the maps were lost or taken by the enemy? While the dates and our knowledge of history make it clear that it is showing information regarding D-Day, what specifically we are looking at it difficult. I think students would need a great deal of background knowledge in order to work successfully with a map like this. -Jenn 2/22/12

Discuss and answer here.
 * //How can this series of maps be used in the classroom?//**

This collection of World War II maps is an amazing resource for a social studies classroom studying the course of WWII. It shows details about the geography of Europe, as well as the planning and execution of military operations related to the D-Day invasion and the liberation of France in the months following. Students could work in small groups, similar to our activities in this course to analyze one of WWI maps. I would probably have them use the NARA Map Analysis Worksheet to guide their examination of the map. This would provide insight to the events that took place during and after the invasion of Normandy, France and help students understand the significance of this operation as part of World War II. -Jenn 2/20/12

====Since students today tend to use navigation systems and their smart phones for step by step directions, using maps like these could teach skills that many students have never tried before. In addition to the content and insight the maps provide about WWII, including geography and the strategies of the battle, the maps give the students a visual representation of the scope of the battle. In fact, the maps could really allow the students to understand how this battle figures in the whole of a World War II, due the areas where the battles are fought and the nationalities of the combatants. I do think the NARA worksheets would help students navigate the unfamiliar maps in a more thorough manner.==== Kirsten 2/22/12

Good point, students may need to be taught or retaught basic skills on how to use a map ! -Jenn 2/22/12

//**What prior information would be necessary for students to use these maps effectively?**// Discuss and answer here.

Students would need to have a good understanding of European geography in order to place the maps in context. Knowledge of the layout and geographical features of Europe would make the maps much easier to understand as they trace the progression of troop movements. Students would also require background knowledge about the complex Allied plan to invade Normandy, France. Information about the scale of this invasion, the nations involved, possible challenges and obstacles, and the goals would all make the examining of these WWII maps more effective and meaningful to students. -Jenn 2/20/12

====As I mentioned earlier, I don't think students have much experience with maps so the first step would be to teach students what a map key is and how to apply that key to increase understanding. This sort of map would only really be helpful after most of WWII has been studied as without that background knowledge of the countries involved, the geography of the battles, and the importance of each battle, the students would not be able to fit this information into any sort of context. The scaffolding of the information would be essential if the students are to make any sense of the maps.==== Kirsten 2/22/12

Scaffolding and a good understanding of the events during WWII leading up to the invasion of Normandy are key while using this map with students. -Jenn 2/22/12

//**Would you use these maps in your classroom? Why or why not?**// Discuss and answer here.

Yes, I would use these maps in my classroom. They are a great primary resource and would align very well with my curriculum. In my U.S. history class, we study World War II and D-Day. I would use these maps much in the way I described above. I would be sure that students have plenty of background knowledge about the invasion, as well as an understanding of European geography in order to get the most out of using these maps. -Jenn 2/20/12

Well, my library is my classroom so the question is a little different for me. However, I think that using maps provides a great visual for students. The primary source aspect (these are the maps that decided the outcome of many battles) is something that can't be recreated. The maps seem so simple yet were so vital to the war effort. Kirsten 2/22/12

==Map Uses Brainstorming ==

> [] -Jenn 2/20/12 > . > [] -Jenn 2/20/12 > . > [] -Jenn 2/20/12 > . > [] -Jenn 2/20/12 >.
 * One idea would be to use maps, or radar in an Earth science class to track hurricanes, tornadoes, tsunamis, and other weather patterns. This can then be expanded to the study and research of climate characteristics of certain regions of the world.
 * For a biology class, weather maps could perhaps be used to track the migration patterns of animals, such as birds, whales, and dolphins. This can then be expanded and students could research facts about a specific species and how pollution, global warming, and other climates changes can affect the lives of these animals.
 * For a math class, students could use maps from Census records to solve for percentages of people living in a certain area of the nation, or to mathematically predict changes in the future.
 * In an English class, students could use maps that show physical characteristics (mountains, rivers, desserts, tundra, etc.) of a region to compose a cultural summary of the people that live there. In this writing, students would have to conduct research and make connections explaining how the geographical features of a region have impacted the people that live there and their way of life. For example, the Eskimos of Alaska have built homes of ice, fish for food, travel on sleds, etc.
 * In a classics course, the students could use maps that denote the language and migration patterns for Indo-European migrations. Understanding how cultures dispersed would be invaluable in the understanding of how language evolved. This map includes information about how the movements were discovered as well, leading to an understanding of how such information is tracked. @http://indo-european-migrations.scienceontheweb.net/map_of_indo_european_migrations.html Kirsten 2/22/12

> > [] > > -Kirsten, Great activity ideas! I especially like your ideas for using map in the classics course and the earth science course. What creative ways to encourage students to practice their map skills, and utilize this type of primary source. -Jenn (2/23/12) Good work, very strong team work and collaboration. Excellent collaboration during the entire process. Your responses, discussions, and interactions were organized, clear, and meaningful.
 * In an earth science course, the students could look at the impact of global warming. By choosing the climate impact they are most interested in, the students could see the global effect of various possibilities. [|http://environment.nationalgeographic.com/environment/global-warming/gw-impacts-interactive/]Kirsten 2/22/12
 * In a political science or government class, the students could look at the historical and current political affiliations map. Combining the map with a map of the presidential elections, students could theorize on future governments. Kirsten 2/22/12
 * In a government class, the students could investigate the idea of economic freedom. Looking at a map which describes the level of different countries economic freedom could lead to an investigation of the best system. For example, many western European countries are considered only moderately free; is that a hardship or a blessing? Kirsten 2/22/12 []