The Atomic Bomb Name: Karen Klass Class/Subject: 8th Grade U.S.

History Date: March 7, 2013 Student Objectives/Student Outcomes: Students will be able to compare different decisions made about the atomic bomb and create a debate based on the opposing sides of the issue. Students will be able to use their knowledge of historical language to effectively argue their side of the debate. Students will be able to use knowledge they have learned in class already about the atomic bomb to differentiate the different components of the atomic bomb. Content Standards: 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 16.B.3d (US) Describe ways in which the United States developed as a world political power Materials/Resources/Technology: Worksheet with introduction scenario and a space to write for each student. Whiteboard Video of atomic bomb Place cards to label each role (reader, recorder, and presenter) Notebook for each group to take notes in on their position on the issue. Teachers Goals: For students to use critical thinking skills to evaluate the decisions and the decision making process involved in the atomic bomb. For students to challenge their prior knowledge about dropping the atomic by viewing the situation from various perspectives. Time: Start of Class: Each student will be given a handout with a scenario 5 min. and lines to respond to that scenario. We will read it out loud with them, and then ask them to respond on their own by writing it on the worksheet. Introduction of Lesson: Have 3-5 share what they wrote and why. 3 min Ask for students with differing opinions to share their responses. Introduce by saying, in any decision, there are multiple viewpoints of whats wrong and whats right. World leaders go through thoughtful processes to come to conclusions that will affect the entire globe. Today our class will imagine themselves in the shoes of leaders such as Emperor Hirohito, President Roosevelt, President Truman, and others to discuss how you might make decisions regarding WWII and the atomic bomb if you were one of these leaders. Lesson Instruction: Use Prezi/powerpoint to review why the atomic 20 min

3 min

2 min

After class (5 min)

bomb was made/the process that the U.S. and Japan went through before and after dropping the atomic bomb. Use video within this Prezi to give an extra visual about the atomic bomb. After reviewing this information, split students up into groups of 3. Give each group a place card labeled facilitator, recorder, and presenter, and explain that each of these roles should be rotated among the group so that everyone gets a chance with each role. Then present the 3 questions up for debate (1 at a time): 1. Should scientists/people in the U.S. have been working on developing nuclear weapons at this point in time? 2. Should the U.S. have dropped the atomic bomb? 3. If you were Japanese leader would you have surrendered? Each group will then have the chance to work with each to come up with their own response (3-5 min for each question to discuss amongst their group). After they have discussed and up come up with their own solution, each group will preset their side of the issue and explain why they chose this argument. Debate between groups will go on for 3 minutes for each question. Assessments/Checks for Understanding: After debates have ended, students will be given a sheet with a scenario that encompasses a general theme of WWII/the atomic bomb and asked to respond to the scenario in the way they think is most appropriate. Collect these responses at the end, read, and provide feedback for students. Closure/Wrap-up/Review: Tell students that after doing this activity today, they should have learned that given a slight alteration of any decision made during WWII, the entire outcome of the war could have changed. Also, that they should understand the complexity behind global decisions and not to take them just for face value. Self-Assessment: Did the students actively engage in the debate in all roles that they were given? Did they understand the assessment worksheet given at the end? Have they used critical thinking to examine different points of view about the decision to drop the atomic bomb?