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Five Star General Series Field Trip Enhancement Program D-DAY: Whether the Weather Matters Created by the Eisenhower Foundation D-DAY: Whether the Weather Matters INTRODUCTION CONTENTS Extreme planning was required to 3 Core Standards coordinate the 5,000 ships, 11,000 airplanes, over 150,000 soldiers, and all 4 Lesson Plan the supplies required for the D-Day 5 The Purpose of D-Day invasion. General Eisenhower relied on information from weather forecasters and 6 Primary Sources: Preserving the Past other scientists to determine the best time to successfully invade. One of the six 7-8 Primary Source Analysis meteorologists, Lawrence Hogben stated, 9-10 Background Briefing "The outcome of D-Day, perhaps the whole future of the western world rested on those 11-12 Primary Source Set: 1. WEATHER forecasts . .” 13 Commence or Delay? In this program, students will examine primary source artifacts to evaluate the 14 The Reality conditions on D-Day and either support or 15 Countdown Assessment refute Eisenhower’s decision to allow D-Day to commence June 6, 1944. 16 Sources TARGET AUDIENCE TIME REQUIREMENT: 1 Hour Grades 6 - 12 ACKNOWLEDGEMENTS OBJECTIVES This unit was produced in June 2013 by the • Students will gain an understanding of Eisenhower Foundation. the overall objective of D-Day, primary sources, and the importance of the Mitzi Bankes Gose, writer environmental conditions surrounding Emily Miller, editor D-Day. Robin Black, contributor Thanks to the Dane G. Hansen Foundation • Students will evaluate primary sources for funding and Cliff Lawson at the to determine for themselves if they Radiosonde Museum of North America a g r e e w i t h G e n e r a l D w i g h t D . (www.radiosondemuseu.org) and the Eisenhower’s decision to commence D- Eisenhower Presidential Library, Museum Day on June 6, 1944. and Boyhood Home for primary sources. Teachers may duplicate material for educational purposes. 2 Core Standards NATIONAL CURRICULUM STANDARDS All lesson plans meet numerous national Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects, as well as National Curriculum Standards for Social Studies. Common Core State Standards 6th - 8th 9th - 10th 11th - 12th RI - Reading Informative Text 1-4, 7 1-4, 7, 9 1-4, 7 W - Writing 1, 7-9 1, 7 1, 7 SL - Speaking and Listening 1,2, 4 1, 4 1, 4 Standard RH - History/Social Studies 1, 2, 7-9 1, 2, 6-9 1, 2, 6-9 National Curriculum Standards for Social Studies 2 - Time, Continuity, and Change 6-8 9-12 3 - People, Places, and Environments 6-8 9-12 Theme 8 - Science, Technology, and Society 6-8 9-12 Teachers may duplicate material for educational purposes. 3 Lesson Plan 1. Ask students to share about an event 6. In groups of 2-3, have students examine they were looking forward to that was the other primary sources in the set dependent on the weather. Share an (each group gets the same set). Select example of your own. (Examples: one primary source for each group to outdoor concert, softball tournament, focus on to fill out a Primary Source etc.) What if that event determined the Analysis (page 7) sheet. fate of millions of people? * After filling out the analysis sheets, each group shares their findings about 3 minutes their “focus object” with the class. Refer to the Primary Source Set: 1. 2. Use The Purpose of D-Day (page 5) to WEATHER ( p a g e 10 ) t o h e l p instruct students about the overall determine if students correctly purpose of D-Day. interpret the source. 3 minutes 20 minutes 10 min analysis/10 min sharing 3. Use Primary Sources: Preserving the Past (page 6) to instruct students about 7. Use Commence or Delay (page 11) to the importance of primary sources and instruct students about the timeline of how to engage with them. events leading up to Eisenhower’s decision. Each individual student is now 3 minutes asked to decide if, based on this information, they would commence with 4. With students in groups of 2-3, examine D-Day or delay, and explain why. primary source #1.6 (weather balloon) Visually represent the students’ votes and guide them through filling out a by asking students to get up and move Primary Source Analysis (page 7) to either side of the room, depending on sheet together. their vote. * Each group should have its own copy of the primary source. 5 minutes 8 minutes 8. Use the information provided on The Reality (page 12) to read about and 5. Use the Background Briefing (pages show the video clip of what the weather 8-9) to explain and discuss the conditions were actually like on D-Day. significance and challenges of the Discuss student reactions. weather conditions surrounding D-Day. What were the ideal weather conditions 5 minutes for D-Day? How did General Eisenhower and his team prepare to make the best 9. If there is extra time, have students decisions? complete the Countdown Assessment (page 13). If time is out, send it home for 5 minutes the students to complete and hand in to their teacher. Teachers may duplicate material for educational purposes. 4 The Purpose of D-Day OVERVIEW The D-Day invasion of World War II was codenamed Operation Overlord. Its purpose DID YOU KNOW? was to establish a safe entry point into Europe for the Allied Forces, and force Nazi "D-Day" is a military term used to Germany to fight on two fronts. mean the date on which any military operation will begin. The Germany had already conquered most of day before D-Day is known as "D-1," Western Europe, which allowed Germany’s while the day after D-Day is "D+1," Nazi dictator, Adolf Hitler, to invade the and so on. This done so that a Soviet Union to his east. Allied leaders projected date of an operation can believed that Hitler’s forces could be change, but the plan does not also need to be changed. The term “H-Hour” is defeated if the Nazi’s had to split their also used to refer to the time an resources and fight on two fronts. operation will begin. The WWII invasion Therefore, Allied invasion plans were made at Normandy is simply the most well- to attack on the Normandy beaches of Nazi- known D-Day. occupied France. Teachers may duplicate material for educational purposes. 5 Primary Sources: Preserving the Past A WINDOW TO THE PAST INVESTIGATING What is a primary source? It is any direct 1. Students first simply observe the evidence produced during a specific period primary source to make note of its under study. They vary widely from objects details. like photographs, diaries, and maps, to It is made out of . movies, songs, and eyewitness accounts. It has the date . The key is that they were created when the time period being studied actually 2. Next, students draw on their prior happened. knowledge. A primary source is different from a This looks like . secondary source, which is an analysis of I remember seeing a similar . the history. History text books are typically secondary sources because the authors 3. From this, students need to make were not present at the time in history they speculations about the primary source. are writing about, but are interpreting Its purpose might have been to . what they have learned about the event. I bet it was made by . This is what makes learning with primary 4. Students ask questions about the sources so bountiful -- students get to hold a primary source in order to direct real piece of history in their hands and further exploration. come up with their own conclusions about Who was . its significance. The answers are not always Why does this . provided by the primar y sources, encouraging students to seek the answers through additional research. FURTHER RESEARCH In this lesson, students will use copies of If time and resources permit, students can the Primary Source Analysis sheet to apply the following steps: investigate the provided primary sources, u s i n g t h e 5. Next, students begin testing their following four speculations with research and analysis steps. Look at skills. In order to do this, they use other t h e fi r s t sources of information (internet, p r i m a r y experts, etc.) to find answers based on s o u r c e the clues provided by the primary together as a source. class, then, do the second set 6. Finally, students summarize and share with a partner what they have learned about the past or small group. through the primary source. 8 Teachers may duplicate material for educational purposes. 6 Primary Source Analysis PRIMARY SOURCE # This looks like . I have seen something similar . I have This looks like CONNECT the primary source to prior knowledge. to prior knowledge. making notes of its details. OBSERVE the primary source, CONNECT It is made out of . has the markings Color OBSERVE SPECULATE Its purpose might have been . I bet it was made by . made by been . I bet it was Its purpose might have QUESTION Make SPECULATIONS about SPECULATIONS Make the primary source. Who was . Why does this . Why Who was order to direct further exploration. Develop QUESTIONS about the primary QUESTIONS source in Develop Teachers may duplicate material for educational purposes. 7 Primary Source Analysis PRIMARY SOURCE # This looks like . I have seen something similar . I have This looks like CONNECT the primary source to prior knowledge.
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