In this lesson, students will learn about the decision to drop the atomic bomb and the consequences that followed.
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Goals and Objectives-Students will learn about the decision to drop the atomic bomb and the consequences of that decision.
-Students will read and answer questions from the atomic bomb source packet in order to formulate an opinion on whether dropping the atomic bomb was necessary of if it could have been avoided. -Students will conduct additional research on their own to prepare for, and participate in, a Socratic seminar about the dropping of the atomic bomb. |
California State Content StandardSed ut perspiciatis unde omnis iste natus error sit voluptatem accusant doloremque laudantium, totam rem.
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Common Core Literacy StandardsCCSS.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. CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-Literacy.WHST.11-12.1.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. CCSS.ELA-Literacy.WHST.11-12.1.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. |
Driving Historical QuestionCould the use of atomic bombs on Japan been avoided?
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Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 minFour Corners Activity:
Teacher will have previously posted an “Agree,” “Strongly Agree,” “Disagree,” and “Strongly Disagree” placard in the four corners of the room. The teacher will say a series of statements relating to the atomic bomb and the necessity of using it to gain an understanding of the prior knowledge students have as well as where their beginning stance on the matter is. After the teacher reads the question, students will think about their statement, and then go to the corner of the room with the placard that best matches how they feel about it. After students have gone to the corner that best represents how they feel, students will be directed to discuss why they chose that corner. Then one person from each corner will be selected to respond to why they chose that corner for that statement. |
Vocabulary (Content Language Development) ‖ Time: During Content DeliveryVocabulary will be covered during the content delivery and will include terms such as: Hiroshima, Nagasaki, atomic bomb, Manhattan Project, nuclear war, and J. Robert Oppenheimer
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Content Delivery (Method of Instruction) ‖ Time: Two DaysDAY 1: Packet handout:
Students will be purposefully and meaningfully placed into groups of four based on ability/skill level so that striving readers and students with special needs will be in groups with advanced students and EL students will be in groups with native English speaking students, so that all students receive the necessary support to complete the activity. Students will be given the following packet, which contains several articles about the atomic bomb. http://alvaradohistory.com/yahoo_site_admin/assets/docs/Socratic_Seminar_Atomic_Bombs.1231127.pdf They will read the article and answer the questions before then discussing the articles and their answers with their group members. The teacher will walk around the room assessing student progress, listening to students’ conversations, and making sure students stay on task. The teacher will then call the class together to discuss the articles and the questions. The teacher will then pass out the handout for the Socratic Seminar (file:///C:/Users/Jessica/Downloads/APUSHABombSocratic.pdf) and will discuss the guidelines and expectations of the seminar. The students will watch the following clip to get an idea of what a seminar looks like. http://www.youtube.com/watch?v=JRgD7Kx8Zi4 Students will be informed that they can begin prep that night but will have the next class period to work on it as well. DAY 2: Seminar Prep Students will have the class period to prep and conduct research for the Socratic Seminar that will be taking place the next day. The teacher will walk around the classroom monitoring student progress, listening to students’ discussions, and answering questions/offering help as needed. Students will complete their prep/research as homework and be prepared to participate in the discussion the following day. |
Student Engagement (Critical Thinking & Student Activities) ‖ Time: One DaySocratic Seminar:
-The desks should be arranged in a circle, so all students can see once another -The teacher will pose the opening question: Was the dropping of the Atomic Bomb justifiable? -Throughout the lesson, if students get off track, need to be refocused, or a new direction is necessary, the teacher will choose a question from this pool of possible choices:
-The speaking quota for each student is two times minimum. Throughout the lesson, the teacher will keep track of who has spoken, and prompt students who have not met their quota. -To close the seminar, the teacher will ask the students the following question: Do you think the Manhattan Project and the dropping of an Atomic Bomb would be plausible in the present day? |
Lesson Closure ‖ Time: 5 minReflection:
Students will write a reflection on the Socratic Seminar by answering the following questions:
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Assessments (Formative & Summative)Completion of the reading and questions will serve as a formative assessment as well as students’ discussions about the reading and questions. The information gathered from these tasks will inform the teacher whether students are understanding the material or if remediation through re-teaching or additional materials is needed. The Socratic Seminar will serve as the summative assessment. The reflection at the end of the lesson will also serve as a formative assessment as it will let the teacher know if the methodology helped students, what the students liked about the seminar, and what students found the most challenging. This will inform future instruction as well as whether the task was appropriate or needs to be changed for future lessons.
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Accommodations for English Learners, Striving Readers and Students with Special NeedsEL students, striving readers, and students with special needs will be placed into groups with advanced students and native English speaking students so that all students get the necessary support they need to help them complete the assignment. The teacher will offer additional scaffolding or individualized help on an as needed basis.
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Resources (Books, Websites, Handouts, Materials)
-Atomic Bomb packet: http://alvaradohistory.com/yahoo_site_admin/assets/docs/Socratic_Seminar_Atomic_Bombs.1231127.pdf
-Video Clip: http://www.youtube.com/watch?v=JRgD7Kx8Zi4
-Seminar prep handout: http://alvaradohistory.com/yahoo_site_admin/assets/docs/Socratic_Seminar_Atomic_Bombs.1231127.pdf
-Textbook
-Video Clip: http://www.youtube.com/watch?v=JRgD7Kx8Zi4
-Seminar prep handout: http://alvaradohistory.com/yahoo_site_admin/assets/docs/Socratic_Seminar_Atomic_Bombs.1231127.pdf
-Textbook