Goals and Objectives
Goals: Students will learn the origin of the Atomic Bomb.
Objectives: Students will examine primary sources of the dropping of the atomic bomb in Hiroshima and Nagasaki and criticize if dropping the bombs was a good idea or not.
Objectives: Students will examine primary sources of the dropping of the atomic bomb in Hiroshima and Nagasaki and criticize if dropping the bombs was a good idea or not.
California State Content Standards
11.7 Students analyze America’s participation in World War II.
6. Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).
6. Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).
Common Core Literacy Standards
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.9 integrates 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.11-12.2b 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.
CCSS.ELA-Literacy.WHST.11-12.2e Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.9 integrates 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.11-12.2b 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.
CCSS.ELA-Literacy.WHST.11-12.2e Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
Driving Historical Question
· State the purpose of the Manhattan project.
· Identify the purpose of dropping two atomic bombs in Japan
· Contrast the effects of the dropping of the atomic bombs.
· Identify the purpose of dropping two atomic bombs in Japan
· Contrast the effects of the dropping of the atomic bombs.
Lesson Introduction
Students will take 5 minutes to examining an image posted on the Elmo of the mushroom cloud. Students will need to write what they see, what they think of the image, do they know what it is. This will introduce students to the topic of the day, which is the Atomic bomb. Students will share with a partner their response and then discuss as a class the image and what they wrote.
Vocabulary
Vocabulary words will be defined as the teacher reads the introduction page.
· Mushroom Cloud
· Manhattan Project
· Hiroshima
· Nagasaki
· Atomic bomb
· Albert Einstein
· Enrico Fermi
· Nuclear chain reaction
· Uranium
· Harry S. Truman
· Mushroom Cloud
· Manhattan Project
· Hiroshima
· Nagasaki
· Atomic bomb
· Albert Einstein
· Enrico Fermi
· Nuclear chain reaction
· Uranium
· Harry S. Truman
Content Delivery
Students will receive a packet, which consists several primary documents of the atomic bomb. The teacher will read the introduction page on the front of the packet and students will follow along. The introduction discusses the importance of the Manhattan project, and the reasons for why the U.S. dropped the atomic bomb in Japan.
Student Engagement
Students will work with an assigned partner to look over the documents in the packet and answer the questions asked. Once students have completed their packet they will decide whether the U.S. made the correct choice of dropping both of the atomic bombs in Japan.
They will then write a short essay indicating their choice. Students will need to provide direct quotes or paraphrase from the given documents to support their answer.
They will then write a short essay indicating their choice. Students will need to provide direct quotes or paraphrase from the given documents to support their answer.
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Lesson Closure
Students will write an exit-slip answering the following question:
Was the atomic bomb a good idea? why or why not?
The exit slip will be handed to the teacher at the door as they exit the classroom.
Was the atomic bomb a good idea? why or why not?
The exit slip will be handed to the teacher at the door as they exit the classroom.
Assessments
Formative: Teacher will complete their Document packet and teacher will collect it to check for understanding. Teacher will also walk around the classroom to make sure students are on task and if they need further assistance.
Summative: Teacher will collect both the short essay on they atomic bomb an their exit slip. Based on the students answer for both the essay and the exit-slip the teacher will determine if students were able to analyze primary sources and if they were able to decide if the outcome of the dropping of the atomic bomb was a good idea or not.
Summative: Teacher will collect both the short essay on they atomic bomb an their exit slip. Based on the students answer for both the essay and the exit-slip the teacher will determine if students were able to analyze primary sources and if they were able to decide if the outcome of the dropping of the atomic bomb was a good idea or not.
Accommodations for EL students and Students with Special Needs
Students with special needs and EL students will be partnered up with an advance students to further assist them in understanding the documents provided. The teacher will also be constantly monitoring the class and making sure students understand the documents, if they have further questions or if they need more specific help.
Resources
· Document Packet on Atomic Bomb
· Writing activity hand out
· Grading rubric hand out
· Projector
· Writing activity hand out
· Grading rubric hand out
· Projector