Unit Title: World War II Lesson Title: The Atomic Bomb Curriculum Area: Social Studies Grade Level:

11, American History Time Required: 90 Minutes Author: Stephanie Vertalino Author Contact: vertalis@canisius.edu Instructional Groupings: Are you
using whole group, small group, partners, quads, homogeneous, heterogeneous? Whole Group/ Homogeneous Small Group

Standards: - describe the evolution of American democratic values and beliefs as expressed in the Declaration of Independence, the New York State Constitution, the United States Constitution, the Bill of Rights, and other important historical documents - consider different historians analyses of the same event or development in United States history to understand how different viewpoints and/or frames of reference influence historical interpretations - evaluate the validity and credibility of historical interpretations of important events or issues in New York State or United States history, revising these interpretations as new information is learned and other interpretations are developed. (Adapted from National Standards for United States History) Materials: In order to be successful in teaching this lesson instructor will need a computer with a projector and access to the internet, and youtube. T-charts, Table Top Signs,) and Addressing the Bomb handouts sufficient for the entire class. Handouts of Zinn Comic, Decision to Drop the Bomb, and 3-2-1 handouts for the small groups. Images of before and after the atomic bomb for ready group.

Overview: This is a ninety minute lesson in a unit on the Second World War, discussing whether or not it was unnecessary for the United States to drop the Atomic Bomb on the Japanese cities of Hiroshima and Nagasaki. The lesson progresses from the manufacturing of the atomic bomb, the rationale Truman used for dropping the atomic bomb, and the effects of the atomic bomb. Students throughout the lesson will be asked to evaluate whether they believe the bomb should be dropped or not. By the end of this lesson students will determine whether or not they agree with Truman's choice to drop the bomb, and be able to defend their opinion. The lesson is differentiated by process, based upon student readiness. The final authentic product the students will create is also differentiated based on readiness, and intelligence.

What will I differentiated?

Content Process

Product Learning Profile

How will I differentiate? For Readiness Interest Affect/Learning Environment Combination

As a result of this lesson/unit students will Understand: (big ideas, principles, generalizations, rules, the point of the discipline or topic
within the discipline)

Essential question: "Was the dropping of the atomic bomb essential to defeating the Japanese in WWII?" Students will understand the effects of the dropping of an Atomic Bomb. Students will understand the reasons Truman justified the dropping of the atomic bomb Students will understand that if Truman chose not to drop the Atomic Bomb the world would be undoubtedly be different today. Know : (facts, vocabulary, how-tos,
information that is memorizable)

Do: (thinking skills, skills of the discipline

skills you will assess)

Students will become familiar with the following terms: Hiroshima Nagasaki Atomic Bomb Manhattan Project

Students will debate whether Truman should have dropped the bomb or not Students will evaluate Truman's rational of dropping the atomic bomb Students will predict how the world would look if Truman had decided to not drop the atomic bomb

Steps in Instruction: Anticipatory Set: Students will be introduced to the topic by being asked if they have ever done something that has changed their life forever. The instructor will provide an example of an instance such as this from their own life, for example, the choice to move some place new, or the choice to take a new job. The instructor will provide examples of how this choice changed their life, and an example of how their life would be different if they chose not to do this. The students will be given approximately two minutes to write down ideas and then will be given time share with the class. Instructor will then connect this concept with the idea of dropping the atomic bomb to end the Second World War, it was a choice that changed the world, and history would be very different if the bomb had not been dropped. Students will then complete a pre-test on the topic using table top signs students will be asked to , which are labeled

Teacher Reflections

Students need to be able to make a connection to content in a way which is relatable to their own life, this anticipatory set provides for students to begin thinking about big decisions they have made and how their lives have changed from them. The dropping of the atomic bomb is a major decision made by Truman which changed the course of history.

I found in my student teaching

and color coated A, strongly agree, B, agree, C, disagree, D, strongly disagree, students will be given a series of six statements to preview their knowledge of the atomic the bomb, these questions will be as followed: 1.) The atomic bomb is the most powerful weapon the world has 2.) The atomic bomb has been used many times 3.) The atomic bomb has little affect on human life 4.) The atomic bomb has little to no side effects on humans 5.) The atomic bomb had a great impact on the world since its first detonation 6.) The atomic bomb is necessary to our world As a whole class students will watch a brief video called The Manhattan Project (The Making of the Worlds First Nuclear Bomb) which speaks of the creation of the atomic bomb. This video will help to familiarize the students with what an atomic bomb is, what an atomic bomb looks like when detonated, what was the Manhattan Project and who were its key figures, and that the United States will drop an atomic bomb on Japan. Video Link is provided below http://www.youtube.com/watch?v=4mba6Orq_uI

experiences that some students had yet to see images of the atomic bomb and the destruction it can cause to human life. Additionally I have also found that some students have only been exposed to the bomb in video games where real consequences are not addressed. This pretest allows for the instructor to see the students preconceived notions about the atomic bomb, students who answer each question

This video not only introduces the vocabulary that students need to know, but also exposes all students to view a nuclear explosion on film

Upon completion of the video students will be asked by the instructor to rate the destruction of the atomic bomb on a scale from one to ten Instructor will point out Hiroshima and Nagasaki on a map to the students, and explain that we dropped these bombs in August of 1945. The instructor will then hand out, and read President Trumans statement to the American people on the dropping of the Atomic bomb on Hiroshima and Nagasaki, to the students while they follow along with their own copy of the statement at their seats.

Once again this will allow for the instructor to judge if students truly grasp the reality of devastation the atomic bomb afflicts, this will be used as a checkpoint

Statement taken from the link provided below: (http://www.pbs.org/wgbh/americanexperience/features/primaryresources/truman-hiroshima/) After reading students will highlight three pieces of information which explain Trumans reasons why he chose to drop the atomic bomb on the Japanese. Students will be called upon to share what they have found and the instructor will highlight them on a master copy being projected on the overhead.

This will serve as a second checkpoint leading up to the small group activity. Students will have to show that they can easily identify Trumans rationale of why he dropped the atomic bomb. If students finish early during this time they will be asked to evaluate which reason they believe is most convincing.

Students will participate in a Fish Bowl Debate. First students will be placed into one of three tiered groups based on student readiness, as assessed from the pre-test at the beginning of the class, and the checkpoint at the halfway mark. Each group will be given a reading, images or video having to do with the atomic bomb, students within each group will have opportunity to discuss their feelings on their materials with the rest of their group, before moving onto the fish bowl The groups will be as followed :
I choose to differentiate the small group activities leading up to the fishbowl debate (process) because I have found in the past that some students have not seen the atomic bomb before and need to actually see the damage it caused, this is essential to a students understanding of how the atomic bomb has changed the world since WWII. Students in the low group will be assessed to have little understanding of the atomic bomb, and difficulty understanding why the choice to drop the bomb was difficult for Roosevelt to make. Not only see a dramatic recreation of the atomic bomb, shown in a way that puts the emphasis on human life, are also provided with a narrative to explain to them what is going on in the video.

High Students - Students in this group will be given a comic from author Howard Zinn explaining the devastating effects of the Atomic Bomb on the Japanese and the views the United States dropped the Atomic Bomb in order to prevent Russia from entering Japan at the end of WWII, so the United States could retain international supremacy. Students will compare and contrast the reasons Truman told the American people he chose to drop the bomb, with those that Zinn proposes, students will then evaluate which side of the story they are more inclined to believe. Comic: The Atomic Age, taken from A Peoples History of American Empire by Howard Zinn, copyright material, will be copied by the teacher and kept in the classroom

Ready Students - Students in this group will be given an article from USHistory.org. Students in this group will read their article and then review images of Hiroshima and Nagasaki from before, and after the dropping of the atomic bomb. Students will discuss the images and evaluate in their group was this bombing necessary? Students will then be asked to explain what the world may be like without the atomic bomb. Images are provided below, article will provided, and can be seen at the link below:
http://www.ushistory.org/us/51g.asp

Students in the ready group will have been familiar with these images from the past, but may not be familiar completely with the affects of the atomic bomb, or may have had some trouble identifying Roosevelts reasons for dropping the bomb. These students will read about the atomic bomb for further clarity and then compare before and after pictures from Hiroshima. Students in the high group will have already had an appreciation for the devastating effects of the atomic bomb and will demonstrate a clear understanding of Trumans decision to drop the bomb, these students will be challenged by being

Low Students Low students will first watch the video - Hiroshima Dropping the Bomb

(Link Below) http://www.youtube.com/watch?v=NF4LQaWJRDg This video provides firsthand accounts of individuals on the air and the ground who observed the dropping of the bomb, an explanation of how the atomic bomb works (scientifically) and an excellent recreation of the bombs immediate effect on the Japanese. Students will then watch the first part of a documentary on the aftermath of the bomb on Hiroshima: (Link Below) http://www.youtube.com/watch?v=lfozG4FP1RI This video highlights the devastating effects of the atomic bomb. Students will discuss as a group the effects of the atomic bomb, and evaluate the choice Truman made when he decided to drop the bomb. Students in this group will then participate in a 3-2-1 explain three results of the atomic bomb on Hiroshima, two reasons Truman dropped the bomb, and their opinion on whether or not the bomb should have been dropped. Students will take this with them to the fishbowl.

presented with Zinns progressive (alternative to textbooks) view of the dropping of the bomb. This will extend learning for these students, who already grasp the essential understanding.

While the low students are watching the videos, instructor will work with the other two groups in the classroom ensuring that they are completing their tasks effectively, and giving them discussion prompts. When videos are finished instructor will hand out 3-2-1 to low group and help them to complete it.

Students will then participate in a fishbowl debate using the information from their readings, etc. and from their pre-activity lesson. The class will work together to move the room into fishbowl format, once this is complete, two students from each group will volunteer/be selected to enter into the fishbowl. The first group inside the fishbowl will first be asked to summarize what their group had completed so that the entire class has context as to what information the various groups will base their information from. The teacher will then ask the students to discuss whether or not they believe the atomic bomb should have been dropped on the two Japanese cities. Halfway through the lecture the instructor will change the topic of the fishbowl asking the students how the world would be different today had the atomic bomb not been dropped.

Only two low, ready, and high students will be allowed into the fishbowl at any given time. Students on the outside of the fishbowl will tap students out of the fish bowl to take a turn speaking; otherwise they will remain silent on the outside circle.

Closure: Students will complete a T-Chart entitled Pros and Cons of dropping the Atomic Bomb along with the instructor as a closure activity to this lesson. The T-Chart will be labeled Pros on the left hand side, and Cons on the right hand side and students will be given a personal handout of this T-Chart. Students will first participate in a Jot-Pair-Share. Instructor will ask students silently to write on their T-Charts at least 3 pros and 3 cons to the dropping of the Atomic Bomb for two minutes. Students will then pair up with a student sitting close to them in order to share what they have written with one another. Instructor

will then ask students to volunteer their responses and write them on the class copy of the T-Chart, students will copy down answers from the teacher's chart onto their own. During this part of the activity the instructor will choose to select low and ready-level students first to volunteer their responses with the class, before moving on to the responses of the high students. Once the whole-class activity is complete, instructor will ask students to write a one-sentence statement summarizing their views on the dropping of the atomic bomb, and two reasons why they feel that way. Students will then write one sentence evaluating how the world might be different if the bomb had not been dropped. Instructor will ask several students to share their ideas with the class to check for understanding, then will assign post-assessment.

Post Assessment: Follow Up Activities to Learning: Activity One: Students will take a post-test in which upon leaving the classroom they will answer 5-Regents based questions on the Atomic Bomb. Activity Two: Students additionally will complete a homework assignment in which they will evaluate the use of the Atomic Bomb. Students have two-options to complete this assignment: Option One: Students will create a political cartoon which depicts their opinion on whether the Atomic Bomb should have been dropped on Hiroshima and Nagasaki or not. Students will write a five (5) sentence summary explaining their political cartoon and who/what the characters in the cartoon represent. Students must show, either in their cartoon or in writing how the world might be different if the bomb was not dropped. The political cartoon must cover at least one full piece of paper, and must be completed in full color. Option Two: Students will take on the persona of Harry S. Truman and write a diary entry in which they either a.) Defend their choice of dropping the bomb b.) Regret their choice of dropping the bomb The diary entry must be at least one and one half pages long and must contain at least two historical reasons, (supporting paragraphs), to support their opinion, and one paragraph discussing how the world would be different had the bomb not been dropped.