Title of Lesson: The Decision to Drop the Bomb
Goals and Objectives:
Students will analyze the American decision to drop the atomic bombs on Japan.
Students will be able to identify arguments on both sides of the decision to drop the atomic bomb.
Students will be able to debate and defend their point of view on the decision to drop the atomic bomb.
Students will be able to identify arguments on both sides of the decision to drop the atomic bomb.
Students will be able to debate and defend their point of view on the decision to drop the atomic bomb.
California State Content Standards
11.7.7- Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).
Lesson Introduction: 10 Min.
Students will get in groups of four. Students will discuss what they already know about the dropping of the atomic bomb. Such as who America dropped it on and why they think they dropped the bomb. They could also talk about the effects that an atomic bomb has etc. After groups have discussed what they know about the atomic bomb, they will view a few images of the aftermath and effects that the atomic bomb has.
Vocabulary
Atomic bomb, Manhattan Project, Hiroshima, Nagasaki
Content Delivery: 10 Min.
In their groups of four, students will read and discuss a few different primary sources regarding the dropping of the atomic bombs on Japan. Students will also get a handout from a website that very generally describes some pros and some cons to dropping the bomb during World War II.
Website: http://seattletimes.com/special/trinity/supplement/procon.html
Website: http://seattletimes.com/special/trinity/supplement/procon.html
atomic_bomb_sources.docx | |
File Size: | 135 kb |
File Type: | docx |
Student Engagement: 30 Min.
Students will stay in there groups. Each group will have a different thinking cap. This thinking cap discussion activity is a great way to discuss a sensitive or controversial topic. Here are what the different thinking caps represent:
White Hat: With this thinking hat you focus on the data available. Look at the
information you have, and see what you can learn from it, including parallels and past
experience. Look for gaps in your knowledge.
Red Hat: 'Wearing' the red hat, you look at problems using intuition, gut reaction, and
emotion. Also try to think how other people will react emotionally. Try to understand
the responses of people who do not fully know your reasoning.
Black Hat: Using black hat thinking, look at all the bad points of the decision. Look at it
cautiously and defensively. Try to see why it might not work.
Yellow Hat: The yellow hat helps you to think positively. It is the optimistic viewpoint
that helps you to see all the benefits of the decision.
Green Hat: The Green Hat stands for creativity. Try to come at the central question in an
Imaginative way, are there any alternatives – different ways of doing things.
Blue Hat: The Blue Hat stands for process control. This is the hat worn by people
chairing meetings. They can act as a facilitator pulling together the groups thinking.
After students spend about 15 min. thinking about the decision to drop the atomic bomb using their specific way of thinking, then the class will rejoin and each color of hat will represent and share their views on the atomic bomb from their specific way of thinking.
White Hat: With this thinking hat you focus on the data available. Look at the
information you have, and see what you can learn from it, including parallels and past
experience. Look for gaps in your knowledge.
Red Hat: 'Wearing' the red hat, you look at problems using intuition, gut reaction, and
emotion. Also try to think how other people will react emotionally. Try to understand
the responses of people who do not fully know your reasoning.
Black Hat: Using black hat thinking, look at all the bad points of the decision. Look at it
cautiously and defensively. Try to see why it might not work.
Yellow Hat: The yellow hat helps you to think positively. It is the optimistic viewpoint
that helps you to see all the benefits of the decision.
Green Hat: The Green Hat stands for creativity. Try to come at the central question in an
Imaginative way, are there any alternatives – different ways of doing things.
Blue Hat: The Blue Hat stands for process control. This is the hat worn by people
chairing meetings. They can act as a facilitator pulling together the groups thinking.
After students spend about 15 min. thinking about the decision to drop the atomic bomb using their specific way of thinking, then the class will rejoin and each color of hat will represent and share their views on the atomic bomb from their specific way of thinking.
Demonstrated Learning
Teacher will be able to view student progress by listening to what the students have to say during the class discussion after the thinking hat activity. Teacher will also walk around the class and observe the students in their group during the group work in this lesson. Lastly, students will write a closing argument stating their views on the atomic bomb and to be able to defend it with evidence.
Lesson Closure: 10 min.
Students will write down a closing argument about their views on the dropping of the atomic bombs on Japan. Students will be required to use evidence and reasons for why they have chosen that particular perspective.
Accommodations
Groups will be chosen by the teacher to make sure the ELL and special needs students are in a group that will help them achieve their goals. Visual images will be used to help display the impact and effects of the atomic bomb.