1. Using Google Maps to Study the D-Day Invasion
By Ruthann Inserra
EDTC 635 Fall 2016
Google Maps Mini Project

2. Target Audience 11th Grade US History II CPE 56 minute classes
Class I = 24 Students
Class 2= 22 Students
56 minute classes
3 days to complete
Topic= Battles of World War II
Studying the impact of D-Day
Examining the difficulties of the invasion

3. NJCCS Social Studies Social Studies Skills Technology 6.1.12.B.11.a
Explain the role that geography played in the development of military strategies and weaponry in World War II.
Social Studies Skills
Spatial Thinking
Construct various forms of geographic representations to show the spatial patterns of physical and human phenomena.
Technology
B.2
Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

4. Lesson Objectives and Goals
Students will be able to:
Students will be able to map out the 5 beaches of the Normandy Invasion and identify the Allied Nation associated with said beach.
Students will be able to map out the diversion landing spot.
Students will be able to compare the terrain of each of the beaches and analyze the difficulties associated with each beach.
Students will be able to analyze the positive and negatives of an amphibious invasion using various map formats.
Performance Objectives
Create a Google Map that focuses on the Northern France/Southern England region of Europe.
Use landmarks to mark the important locations of the invasion and the measurement tool to measure the distance between England and each of the 5 beaches.
Provide a short summary of the battle with a picture.
Use iMovie to make a documentary about Operation Overlord, using screenshots from Google Maps

5. Lesson Procedure Day 1 Day 2
Use the line connecter to connect the 5 beaches to one another.
Use the measure tool to list the distances between the starting point in England to each of the five beaches. Do the same for Hitler’s misconception.
Using the terrain feature and the measurements write a one page reflection:
explaining the difficulties of this invasion for both the Allies and Axis Powers
Explain how the terrain impacts the overall plan (based on previous class discussions regarding Operation Overlord
Create your map and type a title that is appropriate for D-Day.
Zoom into the Northern section of France/Southern section of England in the English Channel.
Find the 5 beaches of Normandy and landmark them.
Find the spot location where the Allies left England to lead the invasion.
Find the route Hitler believed the invasion would occur at.
For each place, include a picture of the battle associated with that place and a description of the location explaining it’s significance.
Create driving and walking directions to understand the distances being traveled.

6. Day 3: Assessment
Students will use the information gathered using Google Maps and create a mini documentary on iMovie explaining the positives and negatives of Operation Overlord.
Students will use screenshots from their Google Maps in the iMovie documentary.

7. Screen Captures of Lesson
Finding the Locations and Marking them
Locations in Layer 1

8. Screen Captures of Lesson
Creating a description and including an image for each of the locations on the map.

9. Screen Captures of Lesson
Using the measuring tool to compare distances.

10. Screen Captures of Lesson
Analyzing distance through driving and viable roads along terrain.
New layer for driving.

11. Screen Captures of Lesson
New layer to comparing the walking distance from Calais to the closes beach, putting the rest in perspective.

12. Brainy Bits: Sense and Meaning
Students will locate the five beaches of Operation Overlord and understand the surrounding area associated with the invasion.
Students will explore the difference in traveling to these locations and compare this to their own driving experiences now.
Students will use images to create a connection to the spots on the map.
Many students enjoy learning about D- Day, so this will provide them with a deeper understanding on an interesting topic.
Many of the students are starting to drive or travel with their families, so being able to use their own perspective gives them a stronger connection to the material.
By applying historic content information, map reading becomes an activity, not an outdated model.

13. Pedagogy Piece: Multiple Intelligences
The Intelligence Used
How it is Being Used
Spatial
The use of maps in different settings (such as 3D) allows the student to put the world and events being studied in perspective and gain broader knowledge of the globe.
Logical/Mathematical
Measuring the distance between locations using the measuring tool will capture the interest of these types of students.
Existential
The topic of battles and wars is combined by looking at a map to determine strategy. These types of learners will be looking for the bigger picture and questioning why certain decisions were made in Operation Overlord.
Linguistic
Students will be required to write down their thoughts and come to an understanding of the first part of the activity. In addition, making the documentary will appeal to these learners because it gives them the opportunity to process their ideas.

14. Pedagogy Piece: Learning Styles
These learners will like the structure of working with a map and finding specific locations assigned to them. This type of assignment requires following assigned directions because certain aspects may be tricky.
These learners will be satisfied because applying the idea of walking and driving gives these students something to relate to. In addition, while a Concrete Sequential learner needs to follow strict rules, this activity can be accomplished in no particular order on the map.
These students will enjoy finding the images and completing the research for each of the landmarks on the map because these are learners who value research, analysis, and logic. They will like making the connections between why these locations were chosen over others.
For students that are flexible and imaginative, creating the documentary on iMovie will give these students the opportunity to think outside the box and move away from the structure of the map work.
Concrete Sequential
Concrete Random
Abstract Sequential
Abstract Random

15. Citations Information
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Gregorc, A. (1985). Gregorc Style Delineator: A self-assessment instrument for adults. Columbia, Conn.: Greg Assoc.
New Jersey Student Learning Standards. Trenton, NJ: New Jersey State Dept. of Education, Web.
Sousa, D. (2011). How the brain learns (4th ed.). Thousand Oaks, Calif.: Corwin Press.
Images
iMovie Logo
mac-59638
Student at desk

16. Google Maps Images Calais Gold Beach Juno Beach Omaha Beach
05_Pas_de_Calais_Atlantikwall_Panzersperren.jpg
Gold Beach
Juno Beach
Omaha Beach
Portsmouth:
Sword Beach
px-Infantry_waiting_to_move_off_'Queen_White'_Beach.jpg
Utah Beach