World War II (WWII) - D-Day Primary Source Stations Activity (PDF and Digital)

Grade Levels
6th - 11th, Homeschool
Resource Type
Formats Included
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  • Google Apps™
10 pages
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The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

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  2. Increase student engagement and growth while saving time, money, and effort!This incredible value contains 32 NO PREP station activities - my most popular products. Each stations activity contains 6 pages of intriguing texts along with captivating historic photosets. All stations have an accompany
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The intent of this lesson is to expose students to a variety of topics in a short amount of time using fun and engaging methods. Each station of this NO PREP activity contains enthralling primary source accounts. The activity is available in print and digital format. After completing this lesson, students will have a depth of understanding about the D-Day invasion, the sacrifices made during the attack, and the impact the invasion had on the overall outcome of World War II. Students will examine each of the following topics: 1. D-Day Overview, 2. Preparation and Planning, 3. Airborne Operations, 4. Operation Fortitude, 5. Beach Landings, 6. Victory in Normandy. Each station contains a brief description, along with intriguing primary source accounts and historic photosets. The lesson is easily adaptable to fit your teaching style. The following methods have proven to be the most successful in my classroom:

1. Go Virtual! Included directions for teachers make implementing the digital activity a breeze.

- Students individually examine all station passages and complete the corresponding Google Docs worksheet (with pre-inserted text answer boxes for increased ease of use) and submit through Google Classroom. You can also assign the worksheet to a group of students and allow them to work together virtually to complete the assignment.

2. Hang the information sheets around the class and have students rotate to each sheet.

- This is my favorite because it gets students up and moving. You can assign the worksheet that accompanies this activity, or simply have them summarize each topic as they rotate.

3. Split the students into groups and assign one sheet per group. Have the students read the information sheet and prepare to present the information to the rest of the class.

- I assign a number to each group member (number the first group, then start back at 1 for the next group, so that you have multiple 1’s, 2’s, etc. throughout the class) and after students have had adequate time to prepare I tell them all the 2’s are presenting. This method motivates students because they don’t know which group member is presenting until it is time to present.

4. Form groups of 6 and have the students pass around the information sheets.

- I’ve found the best approach for this method is to give students a set amount of time and then have all students pass their sheets to the right when told.

The versatility of this activity allows for several culminating assessments. Typically, once students have completed one of the methods above, I have them write a journal entry from the point of view of a soldier during D-Day. I encourage them to include as much information from the stations as possible. Also, I have the students produce the 3 leading reasons the Allied were victorious at D-Day and we have a class debate to determine what factors were most influential in determining D-Day victory.

I hope you and your students enjoy this activity. Please let me know if you have questions or concerns!


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Total Pages
10 pages
Answer Key
Teaching Duration
1 hour
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to see state-specific standards (only available in the US).
By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Cite specific textual evidence to support analysis of primary and secondary sources.


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