Goals & Objectives
Goals
11.7 Students analyze America's participation in World War II.
Reading:
CCSS.ELA-LITERACY.RH.11-12.1
CCSS.ELA-LITERACY.WHST.11-12.1
Goals
- Students will identify the motivations for dropping the atomic bomb
- Students will understand the long lasting consequences
- Students will compose an argument, either for or against the dropping of the atomic bomb, citing evidence from a wealth of primary and secondary sources to support their claims
- Students will examine the ethical issues concerning the use of atomic weaponry
- Students will evaluate the lasting repercussions of the atomic bomb, studying the direct aftermath on through the present time
11.7 Students analyze America's participation in World War II.
- 6. Describe major developments in aviation, weaponry, communication, and medicine and the war's impact on the location of American industry and use of resources.
- 7. Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).
Reading:
CCSS.ELA-LITERACY.RH.11-12.1
- Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
- Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
- Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-LITERACY.WHST.11-12.1
- Write arguments focused on discipline-specific content.
- a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
- b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
- Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes
- b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
- Draw evidence from informational texts to support analysis, reflection, and research.
- How did the US come to the decision to drop the atomic bomb on Japan and what were the repercussions?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10 minutes
Hook:
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Vocabulary (Content Language Development) ‖ Time: Day 1 during Content Delivery
Vocabulary will be addressed throughout the lecture, bolded (both within the presentation and the accompanying lecture preparation notes) and explicitly taught. Students will be required to write down the definition provided on screen as well as create one in their own words.
Key Terms:
Key Terms:
- Atomic Bomb
- Manhattan Project
- Nagasaki
- Hiroshima
- The Enola Gay
- Little Boy
- Fat Man
Content Delivery (Method of Instruction) ‖ Day 1-40 minutes, Day 3-40 minutes
PowerPoint Presentation
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Documentary:
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Student Engagement (Critical Thinking & Student Activities) ‖ Time: Day 1-3
Debate
- On Day 1, students will be divided into two groups as they enter the classroom. One group will be in support of dropping the atomic bomb while the other group will be against it. After the presentation (content delivery), students will be able to meet with their groups and discuss potential debate points. Everyone would be given a worksheet that will serve as a place for debate preparation notes. Each group would also be handed a folder with primary source documents to use during the debate. (They will also be required to do some research on their own, bringing in at least one additional document for their side.)
- On Day 2, the room will be set up with the desks divided in half, facing one another. As students enter they will sit on the appropriate side for their position. The teacher will briefly go over the protocols for the debate before calling on a student to begin the debate. Students will take turns, with each side able to add remarks. (This is done so that one side does not completely dominate the discussion.) The teacher will act as a mediator, keeping the debate flowing and asking questions to guide it when necessary. Students will have a majority of the class period to engage in the debate.
- On Day 3, students will answer questions and participate in various discussions during the course of viewing the documentary.
Lesson Closure ‖ Time: Day 2 & 3-10 minutes
Day 2:
- Written Reflection- After the conclusion of the debate, students would begin work on a short response to the questions: Should America have dropped the bomb? Did the United States have any other options than to drop the bomb on Nagasaki and Hiroshima? Though students would have time in class to begin the assignment, it would be taken home to complete, allowing students who may struggle with writing or assembling their thoughts quickly the time they need to compose a thorough answer.
- Discussion/Closing Remarks- After the students have watched the documentary, the teacher will call everyone back for discussion. The teacher will ask probing questions regarding the devastation of the atomic bomb and the repercussions of its use, particularly the ethics behind it.
Assessments (Formative & Summative)
Formative:
- Complete set of preparation notes for debate
- Reflection/quick write
- Probing questions/discussion
- Student participate in the debate, engaging in meaningful conversation with their peers and citing evidence to support their claims (clearly prepared)
- Formal reflection on debate topic (Should the US have dropped the atomic bomb?)
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Language Learners, striving readers, and students with special needs will be supported during the course of the lesson through the structuring of the activities:
- They will be grouped with students who are academically advanced within the class, those more fluent in English, and those who work well with others on a general level, who can assist and facilitate their participation in group discussion.
- The debate provides a place for verbal demonstration of knowledge, rather than solely written.
- The lesson is also split between two days to avoid overloading students and causing them to produce an affective filter or losing motivation. In addition, it provides them with time to prepare for the debate. (This is further supported through the scaffolding of the debate. Giving each student a chance to participate or provide a point.)
- The lesson can also be modified on an individual basis, the guided notes being changed to meet specific student needs.
Resources (Books, Websites, Handouts, Materials)
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