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

Scan Excellent use of the SEA format for the map. Very conclusive and clear, well written. Good job!
Map of the north of France with markings for troops from England, US and enemy. Map was marked SECRET but that is crossed out. There is a dashed line that the legend identifies as the ‘bomb line’. But there is also a solid line with perpendicular hash marks that is not identified in the legend. The map is from June 8, 1944 at 2400 hours(midnight). The key indicates that the map is of U.S., British, and "enemy" locations, as well as a suggested bombline. The map is of a part of what appears to be American and British Forces are allies, while the "enemy" lies on the opposite side of the line. It is indicating each barracks' plan of attack upon the enemy, or their planned route. British and American forces prove to be a higher number than that of the enemy's. -TG

Examine
The markings for the allies (US, England) outnumber the markings for the enemy 46 to 30. Those 30 enemy troop placement boxes are much more spread out than the allies’ positions. The arrows showing where the boxes for the allies would be placed if there was room give the impression of movement. This map was created during WWII and the "enemy" was Nazi Germany. The map was created two days after D-Day, when the Normandy invasion began and British and U.S. forces were attempting to move towards southern France.-TG

Analyze
The D-Day invasion took place on June 6 beginning at 6:30am. So this map shows where troops were positioned two days in to this invasion. I was surprised that the allies had not advanced further into France in two days. I think of D-Day being a big change in the war, and it was. But it still takes time for troops to advance. That surprised me.

As of June 6, 1944, more than 5,000 ships and 4,000 ship-to-shore crafts were employed, which makes the above point even more prevalent that it is amazing the troops did not advance further in two days. British forces on the left flank, and U.S. forces on the right were viewed to have it "easy". U.S. forces on the center (Omaha Beach) met "determined opposition", though. With great strategies in place and slow-moving plans, it is evident that D-Day made a huge impact in the war and progressed U.S. and British forces onward in a successful direction. By utilizing allied power, the two forces were able to make a much greater impact on "enemy" (Nazi Germany) forces.-TG.

Discussion Area
Tara, I filled in what I had for this assignment.Feel free to edit what I've written and add to it. LuAnn

LuAnn, Thank you for you input. I have include what I had for that part of the assignment and am currently working on the second part,as well as looking for additional sources to utilize for various subject areas.

Tara, I LOVE your idea of incorporating a WWII battle in your gym class. How creative! I fixed some typos and reformatted the SEA record above so mine are in a list like yours.

Discuss and answer the following questions about the series of maps. good interaction and collaboration throughout the entire process.

//These maps could be used in discussions about WW2 battles. Comparing the map we analyzed with similar maps from subsequent dates would show the advance of the allied troops.//
 * //How can this series of maps be used in the classroom?//**

Going beyond teaching the concept of WWII, which is great information to provide to any given subject area, I would approach this map and situation with a different twist for Physical Education. I would inform the students of the occurrences and allies that took place to result in the success of WWII advancement and provide them with the example map to show the suggested route of the allied forces. Afterward, I would have my classes complete the use of allies within our class through a game we play called Four Corners. I already instill tactic and strategy use amongst the students when they participate in this game. There are four teams with the same goal; to capture the other team's possessions and to keep them in their possession for the remainder of a 5-mninute round. The team that has the most items in their possession at the end of 5 minutes, or is the first to gather all items in existence, is the winner for that round. I could use each 5-minute round to simulate a day's progress after D-Day. The teams would have to decide upon allied forces, if they wish to utilize them, and think of strategies and game plans to go about gathering the "enemies'" possessions. To build upon the WWII maps, I would have the teams create a plan of attack map of their own. This would give them a hands-on feel of what it was like for the forces to strategize a plan, as well as work together in order to work toward success. -TG Very interactive methodology / very engaging for students. This is a creative way to teach content to students that some may not be overly excited about. Good idea to promote engagment.

//**What prior information would be necessary for students to use these maps effectively?**// //Students would need to understand the basics about World War 2 – who was on each side of the war, where major events took place. I agree //

The students would also have to understand what an ally is and know the effectiveness and outcomes that utilizing allies can have. They must be aware of all scenarios that may exist, as well as be able to relate their ally use to the real-life situation of WWII and how it resulted in success.-TG May have to provide them with background information in some cases, depending on the class.

//**Would you use these maps in your classroom? Why or why not?**// //I do not teach history, so I don’t see this as something I would use in my classroom. If I was doing a unit on google maps, there might be a way to incorporate these maps into a lesson. Maybe it could be shared with someone who does. //

With using the map as an example of tactic, strategy, and allied forces like mentioned above, I would definitely use this map in my Physical Education classroom. It's a great cross-curricular activity that will open the students' eyes to WWII occurrences and maps and gives them a hands-on experience with creating their own map/plan of attack. It seems like a fun way to teach a piece of history in my classroom while still allowing the students to move around and learn how to communicate within their teams and possibly work together with other teams as allies. -TG

Map Uses Brainstorming
> - Use these maps in conjunction with google maps to create a time lapse of the movement of troops after D-Day. > - Use a map as a background image for a PowerPoint presentation about WW2. > Other maps at LOC: > - [] Use these historical panorama maps to explore students’ home towns. > - Compare an historical map with a current map to determine how accurate mapmaking was before modern technology was involved. > - Use maps in math class to calculate distances, use ratios, calculate change in altitude, etc. > - Compare historical and current maps to evaluate shoreline erosion the use of technology is also a good way to promote engagement. Often, kids like to use PowerPoint and other tools for learning. The use of calculating ratios, distances and so in is very helpful in using and promoting math skills.
 * WW2 maps at LOC:

> Enter ideas and resources here.
 * This is a great link to provide additional information to a Physical Education class learning about the ocurrances of WWII and the allied forces that worked together to reach success through intricit strategy, planning, and tactic.
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 * As an additional tool, this link provides a projected advancement of the allied forces to accomplish by July 26, 1944. This map was created to show the optomism behind the expected route that the forces would accomplish. This would be a great reiteration of the initial map analyzed that showed the U.S. and British allies' accomplishments and projected routes on June 6, 1944. They can also compare the actual route of the previous map and assess whether or not they feel the projected advancement of this second link is, in fact, accurately assumed.
 * This map also provides students with additional references to utilize while creating their personal maps for individual teams' plans of attack during the game segment of the lesson provided in Physical Education. Like mentioned previously in this assignment, students will be utilizing cross-curricular education while being physical active and strategizing together to create plans, tactics, and forming allies with other teams to become successful in the activity provide. The students will gain a one-on-one experience with relating to such measures that were used during WWII for advancement of such forces as the game Four Corners is played with a WWII approach. -TG good outside resources to be used with the too. these are some very interesting approaches that will be very active ways to teach the material.
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