Group+B

=
I figured out that I was having a hard time because I had to log in. I could make changes to the page, but not upload a document. Just FYI in case you need to do any uploading for your lesson plan or final project... I think we did a really good job here! Good job guys!!! Christy ======

Hey guys, Just updated the SEA worksheet and put my opinions on them. I did fix some typo's and also added where I felt necessary. Here is the final product, unless you feel it needs changed. It's interesting to hear that some of you struggled with loading the information on, because I struggled with it too! -Brett



**[[file:6B1 SEA Worksheet.pdf]] Part A - SEA Worksheet** Here is my SEA worksheet, and I must admit that Social studies is not a strong area for me.
Shelly

Here is the SEA worksheet with my additions made to it. You had a lot of details, Christy. Good work! Kerri

Well I tried. It is saved to my computer, but is not saving onto WIKI with the changes I made to it, so I pasted them below. I deleted the file I saved, since it's not updated. Sorry for the confusion. Kerri Scan -The key shows U.S., British, and Enemy Forces. Each is marked with a rectangle and x inside the rectangle. British X is dotted and enemy box is shaded in. The key also shows the bomb line as a dotted line. The rectangles also have numbers beside them. -There are other symbols or markings throughout the map as well.Examine

-Shows the number of Army personnel next to each respective symbolAnalyze Was called "Operation Overload" with 5 separate instances of reinforcements Kerri

Hi Guys, Here is my initial stab at the SEA Worksheet... (Christy)



**PART B**
- This series of maps can be used in the instruction of the ending of the European Theater of World War II. There are so many maps that students could be broken up into groups by dates or areas to examine the movements and progress of the Allied Forces. Having the declassified reports to go along with some of the maps would allow for further examination and analysis of these maps. Students examining these maps could actually envision how military commanders would assess their progress and plan for future attacks. (Christy)
 * How can this series of maps be used in the classroom? **

-These maps could certainly be used in the classroom. One could use them to show tactical warfare, positioning pre- and post- battles, and from a military standpoint, examining strategies of attacks. Kerri

-I believe we could use them in math to determine how far the troops went and determine areas where they were camped. In science, we could take a look at weather to determine if this would have slowed our troops down, or have students research weather history for that time period. In English, students could write about their thoughts if they were one of the soldiers, and mentioned how they spent their very precious spare time. (Shelly)

This type of map is definutely for an older student. It could be used for tactical purposes to explain why allied forces were successful in the war. It also would be great for decifering the decisions that commanders made from the allied forces and their reasons. This would be great for an orienteering activity in which the students could pick a battle to study and remake it outside to show why allied forces were successful. Students could also study the pre and post decisions made by both sides in regards to tactics. (Brett)

- Students would need to have a general idea of World War II, the D-Day invasion, and subsequent progress of the Allied forces. These maps will give much more detailed information, but to have a basic background knowledge of the war will make it much easier for the students to be able to examine and analyze these maps. (Christy)
 * What prior information would be necessary for students to use these maps effectively? **

-A good solid base for the sides of WWII, the events leading up to D-Day, the cause of D-Day, what happened as a result of D-Day, and lasting repurcussions from that battle individually and the overall effect of WWII on the world and that respective region. Kerri

Students should have some ideas about reading map legends and keys. (Shelly)

Students would need to know why the US and Allied forces were involved in WWII. They also would have to know why D-Day had to occur when it did as well as why it would/wouldn't have been successful. Students should also know who was involved in WWII and who was part of each side. Lastly, if orienteering was involved, students would have to know the distances and hardache that some soldiers felt due to traveling miles upon miles at a time while fighting day-in and day-out. Another good point of knowledge that students should know is that the wars were fought primarily on the ground, not like today's warfare strategies. (Brett)
 * 

Would you use these maps in your classroom? Why or why not? ** - Yes, I would use these in a study of World War II. They are an excellent primary source that show first-hand planning and execution of military strategy and procedures. This is so much more than students can get from simply reading the information in a textbook. (Christy)

-No, I wouldn't be able to, due to the age group that I deal with. I believe if I taught in the high school, then the students would be able to use these maps and read them. With younger students, we need to emphasize more on objects that are more "appealing", than a map of strategies.

One example would be using some of these World War II maps we have already looked at. In an English class, students could write a journal from the viewpoint of an Allied soldier from landing at Normandy to the progress into France and beyond, students would use their historical knowledge of the war to highlight their writing skills. (Christy) For a science class, students could use weather maps of major storms (ex. Hurricane Katrina - []) to study storm tracks and storm impact areas. (Christy ) -This is an idea I'm thinking of for my lesson plan involving maps and Air and Space as my topic. After viewing a map that is possibly taken from the view of an airplane, recreate that map using paint, play dough, food, art supplies, etc. After viewing a map of the world from above, like in a space shuttle, recreate that map using paint, tissue paper, cotton balls, etc. -Another teacher that I know has her students create an edible map of the United States, labeling specific things. -Plan a vacation and map out the flight path and distances you would travel. Give certain requirements with how far, number of states to cross or bodies of water, and points of interest. Kerri
 * PART C **
 * Although maps may be typically thought of as social studies resources, they can be used in other areas as well. On the wiki, brainstorm ideas with your group for using maps in multiple subject areas. Be as creative as you can. Provide links to maps if possible, but you may share ideas even if you can’t find a specific online resource to match the idea. **

I think as I mentioned previously they could be used in other classes such as math, english, and science. In physical education, students could determine how long it would take them on foot to move through some of the areas the troops did and discuss dietary and physical needs. Since this was close to the end of the war. In science, we can explore maps of our local watersheds to determine the impace of problems such as pollution and Acid Mine Drainage. For English, we could pretend the map is a mystery and solve it by viewing the details and collaborating with others. Obviously the components for math work extremely well when discussing maps. We can determine the actual value for the legend and plan a trip using a map and break down our itinerary. (Shelly)

In the health classroom, students would be able to study hygiene and it's relationship to infection during the war. Soldiers weren't able to shower everyday, so infections were common due to their hygiene. In a statistics class, students would be able to study mortality/death rates among soldiers in various regions, then be able to link that to certain battles. (Brett)