Group+C

Hi everyone. Here's my suggestions for our group project. I would have started the chart but not quite sure how to do that or post our final results. So hopefully extra ideas will help since you are taking turns with that responsibility. Class tonight so will check in with your ideas Wednesday evening. (Pat)

There are the lines of parallel. There is a scale at the bottom in kilometers and miles. Map records information for June 8, 1944, 2400 hours, 2 days after D-Day. The map is of the Allies landing on the five beaches in France. Commenced landing shows the infantry landing sites. (Pat) Looks to be like a map of northern France at the English channel. Boxes represent troops? (Susan) Key demonstrates location and nationality of troops (Shirley) Declassified 1979 (Shirley) The map looks old and yellowed. After scanning it I got the impression that it was a war map possibly showing the arrangement of forts between the US and the British.(Ed)
 * Scan: **

FUSAG represents First US Army Group. Front lines depict a fortified German front defended by mortars, machine guns and artillery. The Allies were bombing the German front to soften up resistance for the landing infantry. The British, French and American forces played crucial roles in the operation. Top secret is crossed out wonder when that occurred. (Pat) Boxes drawn on the map have numbers assigned to them as well as shading lines, x, letters or dots. Some have lines or x on top. Some of the boxes have dotted outlines while others have solid. (Susan) Some of the shaded boxes have zeros or o's in them, what is the significance? (Shirley) This looks like a war map. The boxes are arrangement strategically between the US, British, and the enemy. It would probably help to know what this was specifically used for. The information on it is very detailed. (Ed) Hard to discern what is going on although we now have the background and the history of the documents, what information were the field soldiers given? (Shirley)
 * Examine: **

There was tremendous amount of planning and co-ordination of troops from various nations. False, incomplete or inaccurate information could prove deadly. The planers, the map makers and the commanders had to be extremely knowledgeable in interpreting symbols. Information had to be constantly updated since the front line was constantly shifting. This information has been declassified as of June 18, 1979, so it is not considered top secret information and can be viewed by the public. (Pat) Boxes each represent a unit. The lines show direction of the units and where they currently are positioned. According to information from [] the maps show how poor the information General Omar Bradley received as opposed to what was historically reported. Reportedly the information regarding the units that were active is incomplete and inaccurate. (Susan) This map is a WWII Military Situation Map showing troop positions in Western Europe. The map was used by US commanders to plan for future battles.(Ed)
 * Analyze: **

These maps can be used to make history come alive to students and instill curiosity. The maps can target your logical mathematical learner. These maps portray the immensity of the undertaking to free France and defeat the Germans. It illustrates to students the necessity and complexity of planning. The maps can be used to demonstrate the advance of the Allies as the German line is pushed back through successive maps. (Pat) In the primary grades these maps can be used to show how maps are important to not only travel on roads today and what the land looks like (topographical map), but this kind of map helped soldiers during a war a long time ago to know where everyone was. It can be explained that this is how they had to communicate locations in the 1940s because there were no cell phones and GPS. (Susan) This series can be used to show students how the military had to prepare for war during that time. Compared to today’s advanced technology with satellites and GPS devices this is almost considered and art form. Students can learn about the dimensions of latitude and longitude to find locations.(Ed)
 * Part B **

A great deal of prior knowledge would be necessary. Students would need to know how to read symbols, scales and lines of parallel. Students would need to have prior knowledge how France was invaded and the necessity of this invasion to the Ally cause. Knowing the countries and Generals involved would be important. How the Germans had entrenched themselves on the bulkheads would be important knowledge. The difference between the different divisions, infantry, paratroopers, air force, armored units would make the invasion clearer. (Pat) In order for primary students to understand how to use these better they would need to know what is basic to maps such as directions, map keys etc. They would also need to be introduced to WW II, maybe by explaining that many of their great grandfathers may have been soldiers in that war. (Susan) I think understanding latitude and longitude would help students understand the location of cities. The directions of north, south, east, and west would help students so that their no looking at a map upside down. Also, an awareness of large cities and small towns would also help students understand the population difference.(Ed)

I would use these maps in the classroom only if I had the program to allow the students to magnify the map and if they each had their own computer to view the maps. Otherwise there would be frustration and many students opting not to do the assignment or allowing one person to do all the work. (Pat) I would not use these maps in my classroom because it is takes higher cognitive skills to understand them than my students would have. I have used maps of our area including maps of our own school to introduce them to map skills. (Susan)

These maps could be used in a military history class to demonstrate the location of the troops when they landed and the struggle they had. I would also take Susan's idea of the topography that was encountered and how that impacted the landing along with the weather. Prior information that students would need includes map reading skills. These soldiers did not have google maps nor did many of them even know where they were going or what they faced until right up until they boarded. I would tie in the personal stories of the soldiers into the landing, as well as, the maps that were provided. I would not use these maps simply because reading them was so difficult. (Shirley)

Here are some ideas for other uses of maps in various subject matters. (Pat)
 * Part C: **

[] This site is terrific. It is an interactive map of the Chicago fire with eyewitness accounts. [] This site shows the layout of the streets and boulevards of New York City in 1890. [] Map of the Hindenburg’s disastrous flight. [] Views the geographical features and places of writer Mark Twain’s home state. The environment influences the writer’s choice of topics, dialect etc. [] This shows antique celestial maps. [] This contains monthly sky maps. [] This site shows the topographical image of Mars. [] Requires children to color map so the countries that share boundaries are not the same color. [] This site shows the maps created by Leonardo da Vinci. They are fascinating and you see the progression of map making.
 * Geography: (Pat) **
 * Aviation: (Pat) **
 * English: (Pat) **
 * Astrology: (Pat) **
 * Math: (Pat) **
 * Science/Art: (Pat) **

**Special Education: (Susan)** There is a way we use maps in special education that is more outside the box than your typical map. This is a map of a student’s current life and future life to help them plan for transitioning out of high school. [] This same type of map could be done at any grade level for any students looking at what they like to do now and what they would like to be when they grow up. I have also used a map of sorts for students who use communication devices. These students and their families often don’t understand that it is okay if the immediate family does not need the student to use the communication device because they can understand him. I use a map that looks like a target to represent the people the students interacts with each day. This type of map really puts it into perspective for the family. []

Map integration ideas: Social Studies: 3D map integration of what areas look like and compare them historically. Google maps would be a great comparison for the maps that we viewed. (Shirley)

Literature: Similar to Pat's idea, trace the locations of various writer's and their works. You could also do a trek across the U.S. and trace Jack Kerouac's //On the Road//. This could show how far he went and stops along the way. Of course, students could use this with other literary selections as well.(Shirley)

Geography: National Geographic's Map Machine is very similar to google maps but may be easier for younger students to use. [], -99.71000000000001&z=4 (Shirley)

Road maps: Road maps are a great tool for any student to use since many of us are out of practice in using them. It is important for students to learn how to read these helpful tools. (Shirley)

Google Earth: There are so many useful tools to use google earth that google educator devotes and entire section to it! [] (Shirley)

Science: Maps can be used to figure out climate around the Earth.(Ed)

Math: The students could use maps to calculate degrees in latitude and longitude. They can also figure out mileage and time using maps.(Ed)

Reading: Students can use maps to identify street names, landmarks, and other directions.(Ed)

​ Wow, Pat, I thought I had gotten a good start, but you realy went into a lot more detail than I thought the SEA method was about. I thought it was just describing what we actually saw and then analizing it in the analysis section. I added my initial thoughts thinking I would leave room for everyone else to add, but I guess I need to dig deeper. I will add some more this evening. (Susan)

Okay, I've updated and added a few more ideas. Do you think we really need to transfer our SEA information onto the form since Pat has it set up so nice here? (Susan)

I think we should keep it like it is and add our ideas too it. Pat, you really did set it up nice. I'm going to try and get my info up ASAP. (Ed) **I'm with you - I think we should leave it the way Pat set it up. I have posted my thoughts. Pat, I want to thank you for all your work on this!(Shirley)**

I'm glad everyone thought that our set up was fine. I think our group came up with some good ideas on a map that was hard to deceipher. I will do anything else anyone thinks we need. I"ll check back later and work on another assignment now. (Pat)

No one has edited since I last visit so I guess we are ok for the evening. (Pat)

**I think we are good - ED, can you post this one? (Shirley)**

I think Group C is awesome!!! Wow we sure have come up with a lot of ideas for use of maps in the classroom. It is great to think outside the box once in while and see how far you can extend an activity. I had forgotten about how simple it would be to include math by of course calculating mileage! I am happy with what we have done...is it final? (Susan)

I think we are good also. I think Jeanine said we just have to tell her we are finished. Ed are you going to do this? Thanks for being great partners. It is good to be able to share the work load. (Pat)

Yeah, I'll let Jeanine know we're finished. (Ed)

Great I guess we are totally finished. Good luck everyone on their final project. (Pat)