Activity Overview
D-Day is one of the most well known moments of World War II, and served as an important moment in changing the tide of the war. For this activity, students will create a spider map that answers the 5 Ws of D-Day: who, what, when, where, and why. Students can create their own questions or use teacher-created questions.
Extension Activity
For this extended activity, students should create a T-Chart that compares and contrasts the different beach invasions during D-Day. Students should select from Utah beach, Omaha beach, Gold beach, Juno beach, and Sword beach. Students should research the terrain, leaders, casualties, and outcomes of the invasions and share with their peers the similarities and differences between these incredibly significant beaches for the Allied liberation of France.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of D-Day: Who, What, When, Where, and Why.
- Click "Start Assignment".
- In the title box for each cell, type questions for Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
D-Day is one of the most well known moments of World War II, and served as an important moment in changing the tide of the war. For this activity, students will create a spider map that answers the 5 Ws of D-Day: who, what, when, where, and why. Students can create their own questions or use teacher-created questions.
Extension Activity
For this extended activity, students should create a T-Chart that compares and contrasts the different beach invasions during D-Day. Students should select from Utah beach, Omaha beach, Gold beach, Juno beach, and Sword beach. Students should research the terrain, leaders, casualties, and outcomes of the invasions and share with their peers the similarities and differences between these incredibly significant beaches for the Allied liberation of France.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of D-Day: Who, What, When, Where, and Why.
- Click "Start Assignment".
- In the title box for each cell, type questions for Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
How Tos about Invasion of Normandy - D-Day 5 Ws
Plan a D-Day Simulation Activity for Student Engagement
Bring history to life by organizing a classroom simulation of the D-Day invasion. This interactive approach helps students better understand the challenges and teamwork involved in the operation.
Assign students to Allied and Axis roles
Divide your class into groups representing both Allied forces and Axis defenders. Each group researches their side’s strategies and objectives, encouraging collaboration and critical thinking.
Create a simple map of Normandy beaches in your classroom
Use tape, paper, or digital tools to mark out the five key beaches (Utah, Omaha, Gold, Juno, Sword) on the floor or a large bulletin board. This provides a visual and tactile representation of the invasion sites.
Develop mission cards with real D-Day objectives
Hand out cards describing tasks such as securing a beachhead, overcoming obstacles, or coordinating with allies. Students use problem-solving skills to complete their missions.
Debrief and reflect on the experience as a class
Guide students in a discussion about what strategies worked, what challenges they faced, and how the simulation deepened their understanding of D-Day. Encourage students to connect these experiences to their 5 Ws analysis.
Frequently Asked Questions about Invasion of Normandy - D-Day 5 Ws
What are the 5 Ws of D-Day?
The 5 Ws of D-Day are: Who was involved (Allied and Axis forces), What happened (the Allied invasion of Normandy), When it occurred (June 6, 1944), Where it took place (Normandy beaches in France), and Why it was significant (to begin the liberation of Western Europe in World War II).
How can students create a spider map for the D-Day 5 Ws activity?
Students can create a spider map by placing 'D-Day' in the center and drawing branches for Who, What, When, Where, and Why. For each branch, add questions and answers, along with relevant images or symbols to illustrate key facts.
What is a T-Chart and how can it be used to compare D-Day beach invasions?
A T-Chart is a two-column graphic organizer. Students can use it to compare and contrast aspects like terrain, leaders, casualties, and outcomes of different D-Day beaches (Utah, Omaha, Gold, Juno, Sword) by listing similarities on one side and differences on the other.
Which beaches were involved in the D-Day landings and what made them different?
The main beaches in the D-Day landings were Utah, Omaha, Gold, Juno, and Sword. Each had unique challenges—such as different terrain, defending forces, and objectives—which affected the difficulty, casualty rates, and outcomes of the battles.
Why was the D-Day invasion important for World War II?
D-Day was important because it marked the start of the Allied liberation of Western Europe from Nazi control, opening a crucial front that led to the defeat of Germany in World War II.
More Storyboard That Activities
World War II: (1942-1945)
- D-Day • BillDamon • License Attribution (http://creativecommons.org/licenses/by/2.0/)
- General Eisenhower • jimbowen0306 • License Attribution (http://creativecommons.org/licenses/by/2.0/)
- George Peck Collection Photo • San Diego Air & Space Museum Archives • License No known copyright restrictions (http://flickr.com/commons/usage/)
- Normandy Invasion Map • Brevort • License Attribution (http://creativecommons.org/licenses/by/2.0/)
- Normandy Landings 1 • tok tokkie • License Attribution (http://creativecommons.org/licenses/by/2.0/)
- Wisdom from General Eisenhower • Infrogmation • License Attribution (http://creativecommons.org/licenses/by/2.0/)
Testimonials
“By using the product, they were so excited and they learned so much...”–K-5 Librarian and Instructinal Technology Teacher
“I'm doing a Napoleon timeline and I'm having [students] determine whether or not Napoleon was a good guy or a bad guy or somewhere in between.”–History and Special Ed Teacher
“Students get to be creative with Storyboard That and there's so many visuals for them to pick from... It makes it really accessible for all students in the class.”–Third Grade Teacher
© 2025 - Clever Prototypes, LLC - All rights reserved.
StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
