Group+D

Final Draft.

Hello All! I started us off, giving Sue a break! I also answered some of the questions until our resident expert gets a hold of the project. :) If I am incorrect on any of the information, please correct my mistakes, as I will not be offended in any way--BW


 * Part A--SEA Worksheet (Do we want to work in word or with the PDF? Let me know and I'll get a word doc on here if preferred! I know we're using SEA, but thought we'd all want to take a look at the NARA sheet FYI:) **

SEA Worksheet Here is the first draft of the SEA document. I had trouble with the analyze part, so if anyone can help out there, I would appreciate it.BW

NARA Sample sheet for maps:

** 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.
 * Part B--Questions:**
 * How can this series of maps be used in the classroom?
 * 1) The maps can be used in sequential order to chart progress of the Allies and/or Axis powers throughout WWII.
 * 2) They can also be used to predict/determine land seizures and takeovers.
 * 3) Another use of the maps would be developing the skill of analysis. By breaking down the components of the map, students would understand each labeled item, then re-assembling the map would synthesize their understanding of the big picture.
 * 4) Ask students critical thinking questions:
 * 5) What country would be beneficial to gain control of if in Hitler’s shoes? Why?
 * 6) Why did the Allies decide on this landing site for D-Day? Were there other options?
 * 7) What strategies might be used to produce a more effective outcome? Why?
 * 8) In this war, Japan played a major role. What made such a small country so large a power, and how did the acquisition of more land give them more power.
 * 9) The maps could be used in a comparative fashion. In other words, students could analyze how war strategies and tactics have changed since the Civil War. I have seen similar maps of Civil War battles thus this would provide students a good opportunity to compare/contrast.
 * 10) Students could be look at the success of a particular campaign and try to determine a different strategy to achieve a greater level of success. Students would be asked to "re-create" the map using their suggested strategy.
 * What prior information would be necessary for students to use these maps effectively?
 * 1) Students should know the key players in WWII, the Axis and Allied Powers, the reasons for the war, where it was fought, and America’s role in the war.
 * 2) Political borders of countries from both now and then would be key parts to know, or at least provide a reference for students.
 * 3) Students might need some basics like cardinal directions, how to read a map key/legend, study a scale of miles to understand distance.
 * 4) The more I examine the maps, the more I feel some basic understanding of geography would help students. One example is the water on the map, specifically the flow of the rivers, determining how water is both an obstacle, but also a resource for transport.
 * 5) I feel that a little background related to "effective military strategies" would be beneficial. Students would then have a basis of comparison as to the level of effectiveness of various military strategy.
 * Would you use these maps in your classroom? Why or why not?
 * 1) I would use these maps. If for nothing else, the historical value of them. Cartographers’ jobs have evolved so much, presently being able to develop maps on the computer with software. Students often use Google Earth as a main source of information, however it is not indicative of 1945 and the technology available then, nor is it reflective of political borders. These two key elements need to be highlighted within WWII.
 * 2) I think I will choose to experiment with these maps in my classroom. I see them directly applying to our WWII unit. However, I would certainly develop some type of pre-test in order to determine students' abilities re: map use first. I like the SEA and NARA worksheets for helping students learn to analyze maps effectively.
 * 3) On the other hand, so many "simpler" or clearer maps are available. Perhaps these military maps could be compared and contrasted with other maps as a source of enrichment for accelerated students. Many of my students would find these maps overwhelming.
 * 4) These maps would be way too difficult for elementary school students to analyze. They are still mastering directions, and only begin to learn about World War II in fifth grade through a winter novel study of __Number the Stars__ by Lois Lowry. There is too much to look at, and the zoom/navigator component is not user-friendly, particularly for 10 year-olds. I could see showing this map, or others like it, to the students to enhance their learning the history behind the literature, and to demonstrate how these types of battles were planned using paper maps.
 * 5) I would definitely use these maps in a World Geography class, but only AFTER an analysis of some more basic maps. I think it would also be beneficial for students to understand the context/background of these situational maps.
 * 1) In language arts, I would use these maps to a certain degree when teaching Anne Frank. I give students a quick background and timeline of the war, including reasons for and against American involvement. I also state European boundaries look much different than they did back then. Currently, I do use maps in my classroom as reading strategies, so students can practice how to read a map, question their problem-solving skills, and identify the many different ways we can actively engage in reading throughout the curriculum.
 * 2) Social studies/language arts: I enjoy putting creative writing AND war information together. I am thinking of using the maps as a resource, having students do some research related to the maps, then enrich the map with a historical fiction story.
 * 3) Social studies: Assign students to be various generals. Using their maps and team, they need to develop a series of choices/strategies. Teams could use the maps to evaluate one another's plans.
 * 4) In a science class it might be interesting to examine the map technology available in 1944 and today. Students could use Google-Earth to examine the same area, then complete Venns about how the map tools and google tools are similar/different.
 * 5) Math Class: Construct maps of different sizes, using various scales of miles (mathmatical aspects that can vary on maps), then have students analyze which scale is most effective for each type of map. During WWII, what scaled map would you want if you were planning strategy?
 * 6) A geography class could find other maps to cross reference with this map. For example, a topographic map highlighting the lay of the land would prove interesting and may help explain troop movements. Were geographers ever consulted by military planners? Certainly geography students could issue ideas/proposals for military leaders for a class activity.
 * 7) At the middle school/high school level, I could see incorporating this type of map and its analysis into an independent study project or as a research project option within a geography or social studies/history class. For example, students might be able to use it to compare/contrast the military tactics in two wars of differing time periods, providing another similar map from another war was available.
 * 8) These maps might be useful as background to assist students in creating their owns maps. If students were told to tell about these maps without any background, they would be lost, but still recognize that the maps contain lots of information. For a history or geography class, students could design maps of their local community, school building, local theme park etc. with their own choices of custom key labels. Then students could share their maps with others. The goal is to demonstrate how clear labels, keys, instructions etc. really make a difference for users.
 * 9) Perhaps the maps could be used in my Psychology class when discussing Post Traumatic Stress Disorder. It might be a bit of a stretch, but it would interesting to see if we could align serious cases of PTSD with that of certain war involving a specific military strategy.
 * 10) http://www.270towin.com/ - I have used the following interactive electoral college map in my classroom. It was of particular benefit during the 2008 election. Students enjoyed a visual representation of how the EC works as well as having the ability to manipulate the map.