The official name was WFL-26, or Wetter-Funkgerät Land-26. It was an automated weather station installed in Northern Laborador in 1943 and labeled as the property of the “Canadian Weather Service.” Fact: There was no “Canadian Weather Service” in 1943.
The weather station was established by a team from the German submarine U-537, anchored in Martin Bay. During World War II, Germany lost access to international weather data, and needed information about conditions over Russia and Northern Europe for air operations. To help disguise the installation, they labeled it as Canadian and scatter American cigarette packs around the area. Today, the only Wikipedia article about the site, Hutton Peninsula, is in it’s Swedish version – a pretty good place to hide a covert weather station.
The weather station was not discovered until a historian for equipments manufacturers, Siemens Corporation, found its description in corporate archives.
WFL-26 represented the only German armed military operation carried out on the mainland of North America of World War II.
By the way, WILT stands for “What I Learned Today.”
Budanovic, N. (2016, April 3). The Secret Nazi German Weather Station In Canada, Discovered 38 Years After It Was Built – Page 2 of 2 [Web log post]. Retrieved from https://www.warhistoryonline.com/featured/weather-station-kurt.html/2
Winter, J. (2013, March 24). Weather Station Kurt [Web log post]. Retrieved from https://xefer.com/2013/03/kurt
A 15 year old Canadian schoolboy, with a fascination for the ancient Mayan Civilization, recently theorized a correlation between the star positions in major constellations and the geographic locations of known Mayan cities. Based on this theory, he used Google Maps to suggest the location of an unknown ancient city. The Canadian Space Agency was so impressed that they used a satellite-based space telescope to study the spot and confirm the existence of the hitherto, unknown city.
In my work I ran across many ordinary youngsters who — with access to technology, supportive teachers and unconstrained curiosity — did extraordinary things. It all begs for a more empowering and imaginative way of educating our children.
Chris Lehmann challenged us (EduBloggers) last week to join the conversation about the police shooting of an 18 year old African-American man in Ferguson, Missouri and militarized posturing of law enforcement against the resulting protests. To be honest, I was not fully aware of the situation, too focused on getting my daughter ready to return to college and establishing a second residence to be closer to my and my wife’s parents.
I’ll agree wholeheartedly with all of Chris’ sentiments here, here and here, and would expound on them if I could. But, as a white, anglo saxon, protestant, eighth generation American, whose grandfather’s grandfather probably owned slaves, I honestly do not feel worthy to ardently express righteous sympathy with what I would characterize as second Americans. White man’s guilt?
I would like to ask a different question, though – and not as an attempt to distract us from a conversation about the unfulfilled promises (myths) of the American Dream. I ask this alternate question because I believe that there is another struggle happening here, one that possibly goes back to the beginnings of this country.
Looking at the picture to the right, I do not see how anyone could disagree with calling this a militarized police presence. But where did all that military hardware come from? Who bought it? ..and why? ..and Who got paid for it?
If we agree that one reason for learning (being taught) history is to avoid making its mistakes1, then here might be a useful starting question, “What were the historical mistakes that led to the situation of this picture?”
This could go almost anywhere in human history, of course, and why should formal learning experiences be limited (by testable standards)? But that’s a different issue — maybe.
We might, for instance, go no further than a little more than a decade ago, when 19 mostly Saudi Arabian terrorists, attacked the United States at it’s heart, New York City. Those 19 mostly Saudi Arabian men, using our own technology against us, were effective nearly beyond anyone’s imagination.
Our response was to make war in Afghanistan and Iraq and declare war on terror, establishing the Department of Homeland Security. Although little else happened here, local police forces still find themselves armed for terror both from without and within. ..And you know what they say about a hammer.2
I would suggest that we responsibly and effectively teach history to avoid its mistakes, but also as a guard against having history re-written for us.
I will close here by suggesting that we ask students utilize contemporary literacy skills and do what Deep Throat3 said, “Follow the Money.”
2 The Law of the Instrument, or as Abraham Maslow said in 1966, “I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail.“
3 Deep Throat is the pseudonym given to the secret informant who provided information toBob Woodward and Carl Bernstein of The Washington Post in 1972 about the involvement of United States President Richard Nixon‘s administration in what came to be known as the Watergate scandal.
There are a lot of developments here. Some of them we don’t appear to use anymore. However, without all of these developments, we would not be where we are today. Try to find scientists and poll them as to what are the most important developments, and then poll your students. After all the of the information is compiled, share with your students what the scientists said.
Go through each development, or assign developments to groups of students. Why is each development important. What could not have happened without each development. Speculate where we would be without said development.
In the opinion of you and your students, what was the biggest development that has led to our modern day life? The Gutenberg Press, the typewriter, electricity, the computer? How can your students harness this technology in order to take advantage of the opportunities this infographic claims there is?
Most importantly in preparing for tomorrow, your students must look to tomorrow, what are going to be the technological advances of tomorrow that will build the opportunities of tomorrow. Without knowing what they are, what can your students do to prepare for the technology of tomorrow. Better yet, what can your students do to create the technology of tomorrow.
We are taught that Johann Gutenberg created the first printing press. But this infographic goes back to an older printer in 618 AC. It also says that Gutenberg’s was the first movable type. So why are we (or at least I) taught that Gutenberg invented the first printing press, and before this it was all handwritten.
Regardless of what is taught, how did the printing press, both the Chinese version and Gutenberg’s, change things? How did this change literacy and lead to the Enlightenment and then the American Revolution, and other revolutions? What could have happened if the Europeans had a printing press before the dark ages? Could we be living like the Jetsons?
Now, look at newspapers from various centuries and after important developments in this infographic. How did the appearance of the newspapers change? What is the most significant technological change? What about the most significant appearance change?
This infographic begins in the year 1820. What was going on in the world in 1820 that makes this infographic begin there. Do you agree that it should begin there? Should it begin earlier, or later? What were the biggest factors that led to immigration to America?
Where did the immigrants settle in America? What was going on in each state that led to the number of immigrants, or lack there of? The infographic only talks about how many immigrants are in each state. When did the immigrants travel there and why? For instance, North Carolina has a recognizable immigrant population. What is going on that we have so many? Why not other states?
A friend once told me that he once had a history teacher who, because she had studied history teacher, she foresaw the recent recession coming. Let’s hope that she got all of her money out of stocks before it happened. There is also a saying that history repeats itself. Looking at this infographic, what do you think?
By comparing and contrasting each economic down turn, what are some of the similarities and some of the differences? What are factors that may contribute to the next economic down turn?Answer the same questions for each economic upturn? Does it simply take time to come out of a poor economic time, or are there certain things that can be done to help it along?
Finally, do you and your students think that once we are out of this recession, we will be done with them for good? Probably not, but what can you and your students do to prepare for the next one? The next one will probably happen when your students are adults, and starting jobs. What should they do to prepare of a recession while they are just starting out in life?
Ask your students to imagine the world in 1913. Do they think of fashion, lack of modern technology, impending world crisis? Would any of them chose to go back and live in 1913? Based on this infographic, life was very different 100 years ago.
Choose a few of the ways life has changed and ask your students to share how they think it is different. For instance, what is on the list of top five companies today and 100 years ago. What was the average income, and what was the percentage of people with a high school diploma. Do your students think this is better or worse?
There are a few things that are really difficult to convey to students. I remember how hard it was to help my social studies students understand what caused the seasons. Yes, I taught a lot of science while teaching social studies. Distance and time, on the outset, seem simple. But comprehending the vastness of time, when looking at history, and distance, when looking at science (or visa-versa), are hard for us to comprehend. In the words of the source blog for this infographic,
Humans are good at a lot of things, but putting time in perspective is not one of them. It’s not our fault – the span of time in human history, and even more so in natural history, are so vast compared to the span of our life and recent history that it’s almost impossible to get a handle on it.
There are lots of great infographics and visualizations that help to compare all manner of vastness, and here’s one.keep looking »