Teacher Candidate Caitlin Teetor

Date April 20, 2015

School______________
Grade/Subject: 11th grade 21st Century
History
Lesson Topic: Bombings of Nagasaki and Hiroshima Title: Extra! Extra! Read all
about it!
PURPOSE: To teach students about the bombings of Nagasaki and Hiroshima and
their effect on the outcome of World War II.
BACKGROUND: This lesson will serve as a basis for students to use creativity to
demonstrate knowledge and understanding of atomic bombs being dropped on
Nagasaki and Hiroshima.
INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES
1. Students will research the development of the atomic bomb, the dropping of the
bombs on Nagasaki and Hiroshima, and the effect of the bombings on World War II.
2. Students will effectively write three newspapers articles in a front page format
using reliable sources.
3. Students will have an understanding of why an atomic bomb was developed.
4. Students will be able to describe the Manhattan Project.
5. Students will have an understanding of why the bombs were dropped in the first
place and why they were dropped on Nagasaki and Hiroshima.
6. Students will have an understanding of the effect of the bombings on World War
II.
7. Students will have an understanding of why Hiroshima and Nagasaki were the
chosen cities to be bombed.
8. Students will have an understanding of how economics may have played a part in
the development of a Japanese nuclear weapon.
7. Students will have an understanding of reliable sources.
BIG IDEAS: Students will understand the impact of the atomic bomb during World
War II.
GUIDING QUESTIONS:
1. Was there a need for an atomic bomb? Why?
2. What was the importance of dropping atomic bombs on Nagasaki and Hiroshima?
3. How was World War II ultimately affected by the atomic bomb?

WV CSOs

SS.11.H.CL4.3
assess the ambitions of the Japanese in their decision to
attack Pearl Harbor and its influence on the outcome of WWII.
SS.11-12.L.13
produce clear and coherent writing in which the
development, organization and style are appropriate to task, purpose and
audience.
SS.11-12.L.15
use technology, including the Internet, to produce, publish
and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
NATIONAL STANDARDS
1. Theme 2, Time, Continuity, Change- Students will inspect the dropping of the
atomic bombs and what consequences (changes) that that action brought about.
2. Theme 3, People, Places, and Environments- Students will examine how
geography may have played a part in the choice of cities to be bombed.
3. Theme 6, Power, Authority, Governance- Students will examine the authority and
power utilized in dropping bombs on Nagasaki and Hiroshima.
4. Theme 7, Production, Distribution, and Consumption- Students will look at how
economics may have played a part in the development of Japanese nuclear weapon.
5. Theme 8, Science, Technology, Society- Students will examine the development
of an atomic bomb, promoting technological advances.
6. Theme 9, Global Connections- Students will look at the connections between
Japan and the United States and what led up to the atomic bombs being dropped on
Nagasaki and Hiroshima.
WV 21ST CENTURY LEARNING OBJECTIVES

Information and Communication Skills

Thinking and Reasoning Skills
Personal and Workplace Skills

FACTS/CONCEPTS

Nagasaki
Hiroshima
Atomic Bomb
Manhattan Project

MANAGEMENT FRAMEWORK

Overall Time- 50 minute lesson

Time Frame- 5 min. teacher intro and explanation of assignment, quick prior
knowledge assessment
40 min. students work on newspaper articles
5 min. closure
STRATEGIES
Indirect instruction, group activity.
CONTEXTUAL TEACHING AND LEARNING STRATEGIES
Strategy: Group Learning
Students will work together in groups of two to three to complete the articles for the
front page of a newspaper.
DIFFERENTIATED INSTRUCTION/ADAPTATIONS/INTERVENTIONS
This lesson will meet visual, auditory, and hands-on learners. Visual learners will
benefit from researching information on a computer or iPad. Auditory learners will
benefit from the group discussion that should occur during the work time for the
assignment. Hands-on learners will benefit from the creation of the newspaper
articles
Multiple intelligences addressed (check all that apply):
___ X___ Verbal/linguistic

______ Naturalist

___X___ Spatial

___X___ Interpersonal

___X__ Logical/mathematical

______ Intrapersonal

___X___ Bodily-kinesthetic
______ Musical

______ Existential
______ Others (explain):

The multiple intelligences that are addressed in the lesson are those checked
above. Verbal/linguistic intelligence is addressed by the students discussing the
assignment with one another to complete it. Spatial intelligence is addressed by the
technology interaction- not just reading from a textbook. Logical/mathematical
intelligence is addressed by the students researching the information and creatively
thinking about what to include in the articles. Bodily-kinesthetic intelligence is
addressed as the students are working with technology and as they create the
articles. Interpersonal intelligence is addressed by the students working/discussing
the assignment together for the goal of completion.

PROCEDURES
Introduction/Lesson Set
Teacher will introduce the assignment stating the requirements. Teacher will quickly
ask a couple of general assessment questions about student prior knowledge.
Body and Transitions
1. Students will get into groups of two to three.
2. Students can work on computers or iPad.
3. Students will work together to gather information.
4. Students will begin to write the three newspaper articles.
5. If students are not finished at the end of class, the rest will be homework (or may
spend the next day working more on the assignment).
Closure
Teacher will check student progress on the assignment.
ASSESSMENT
Diagnostic
Diagnostic assessment will be met as the students are quickly verbally assessed on
the different topics at the beginning of the lesson (objectives 3, 4, 5, 6).
Formative
Teacher will walk around room observing students as they work on the newspaper
article assignment (objectives 1, 2, 3, 4, 5, 6, 7).
Summative
Teacher will ask students their progression of the assignment and quickly ask a
couple of things they have learned so far (objectives 1, 2, 7).
MATERIALS

Computer, iPad, or any other technological device that allows students to

create a newspaper front page.

EXTENDED ACTIVITIES
If Student Finishes Early

Students will continue to use the computer and look up a few more sources about
the atomic bomb and write a summary.
If Lesson Finishes Early
If the lesson does finish early, students will look up 2 to 3 primary or secondary
sources related to the lesson topic.
If Technology Fails
If computers or iPads do not work, students can look up information on their phones.
If there is a textbook, then students can start to look up information in the book.

ASSIGNMENT
Instructions
You and your fellow group members work for the same newspaper. The bombs have
just been dropped on Nagasaki and Hiroshima. You are researching the development
of the atomic bomb, why it was dropped on Nagasaki and Hiroshima, and what you
think will be its future effect on World War II. You will write five short articles for the
front page of your newspaper.
Requirements

Give your newspaper a name, date, and any other details you want to add.
Research the Manhattan project, Nagasaki and Hiroshima, and the effects of
the bombs on World War II.
You will write five articles for the front page of your newspaper.
Article #1 will focus on informing the American public of the bombings on
Nagasaki and Hiroshima.
Article #2 will focus on the background of the development of the atomic
bomb (Manhattan Project).
Article #3 will focus on the future of the war after the dropping of the bombs.
Article #4 will focus on the choice of the two cities in terms of geography.
Geographically speaking, why were Nagasaki and Hiroshima chosen to be the
two cities to be bombed?
Article #5 will focus on the questions: Did the Japanese have a nuclear
weapon in development? How might economics affect a delay in its
development?
You must include a bibliography of reliable sources to turn in with the finished
newspaper front page.

You must have 5-7 sources and state in a short answer format why that
particular source is reliable.