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

Scan
Colleen: I see a map of a coastline and many small boxes hand drawn into the map with arrows. There are many symbols on the map. The map is well detailed. There is a word secret with a line through it.

Examine
Colleen: There is a key to the hand drawn boxes. A clear box is for US, shaded boxes are for the "Enemy" and dotted boxes are for the British. Next to or in each box is sometimes a number (either Arabic or Roman) or some type of symbol. The coastline shows areas such as Le Harve, and the mouth of the Siene River which lead me to believe this is the coast of France. The map is dated 8 June 1944 leading me to believe this is a map following the D-Day invasion of France. THere is also a bomb line indicated which must be significant to all military sides. There does not seem to be a spread out force. It is located in one line and there are straight lines for the attack. The American and British have to come across water which makes their task more difficult. There are many more American and British forces combined than German. I would expect the German had a more difficult time because of numbers, but the landform gives the German an advantage.

Analyze
Colleen: This seems to be a map during the D-Day invasion of France showing the location of Allied and Axis forces during the battle. As the arrows are drawn for British and American forces, it is evident this map belongs to those forces. Perhaps there are less German troops drawn as they were not exactly sure how many troops were set up to resist. Crossing the waters are a definite disadvantage for the American and British forces. The bomb line is interesting - Is it the line as far as the Allied bombs would reach inland? I thought it might be where the Americans thought there would be bombs planted. Perhaps it is the distance for the allied bombs.

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

In a primary setting, using a map key would be a good start. Students would be able to tell what each box represents and then they could explain what they thought the arrows were representative of. In upper elementary, students could discuss the advantages and disadvantages of each side based on landforms represented. Many history classes cover wars and strategies as well as government courses. This series of maps could be used to discuss the decision making process the generals went through and the diplomacy necessary between the British and the US in orchestrating such an endeavor. //**What prior information would be necessary for students to use these maps effectively?**// Colleen: Students would have to understand something about World War II. Unfortunately, it is a topic only taught in high schools. Sometimes students get bits and pieces of it through watching the Discovery or History Channels at home or through popular movies. I know the Holocaust is taught in many literature classes in either elementary of middle school classrooms through such classics as Number the Stars or Anne Frank's Diary. This map would require lessons on why the war started and what point the Allies were at in June 1944. Good tie to elementary through the literature classes:) I also think students need to understand something about the war to be able to effectively use the map. However, students can have basic understanding of the setup of the troops and discuss advantages and disadvantages withough prior knowledge of this particular war.
 * //How can this series of maps be used in the classroom?//**

//**Would you use these maps in your classroom? Why or why not?**// Colleen: I use a lot of maps in my classroom. As a social studies teacher it is my pervue to teach and utilize maps in the classroom to teach and enhance various concepts. The geography class of yore is now incorporated into social studies curricula. Maps are used to show historical differences, to get a feel of the geography of a place and to examine why and where resources are located. I would only use this map a as different practice at reading a map key as I teach young students and they would not understand the significance of this type of map.

Map Uses Brainstorming
> > I just found this site - It's from Newberry.org and is about Historic Maps in the classroom. The lessons are set up thematically and have students compare maps (an indicator that students have traditionally not done so well in.) Looks cool! []
 * During our work with the Underground Railroad, students create their own map to freedom using important symbols and places that would have been used along the way. Students create these in a computer program. After it is printed out, they write the directions for a classmate to see if they understand the route and the significance of the items chosen.
 * We also use maps in math to calculate distance between places. Students practice measuring with rulers and then they must convert that measurement using the map key's distance indicator.
 * Art often makes a political statement, using a map as a base for an art project with added photographs of an event would be interesting.
 * Maps could be used in Earth Science classes to identify and locate weather phenomena or to track weather such as hurricanes. NOAA offers blank tracking charts -[]
 * When reading about someplace new and different I often get out a map to look up the locale - I'm sure they do this in many literature classes.
 * Foreign Language classes use maps to educate students about the culture and land they are learning about.
 * Geology.com offers a wide variety of ideas for using maps in the classroom - from using satellite images to mapping the highest points in an area to map projections -[]
 * Geology.com offers a wide variety of ideas for using maps in the classroom - from using satellite images to mapping the highest points in an area to map projections -[]
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