Dropping the Atomic Bomb Lesson Plan (Modified for ELL)

Friday, 1/5/18
Yonsoo Kang US Gov, 12th Grade Sheltered Ell 90 mins, 1st Period

OVERVIEW/ RATIONALE
As an extension of the foreign policy unit, students will take a look at a specific event in US history: the
dropping of the atomic bomb on Japan. This has been a controversial topic that has yet reached a
conclusion. Students can really go into an in depth analysis of the issues by reading narratives from
different sides.

(It would be interesting to come back to this big picture of foreign policy at the end of the lesson. -
PennMentor)

ENDURING UNDERSTANDINGS
Essential Question: How should we remember the dropping of the atomic bomb?

GOALS/OBJECTIVES
SWBAT examine how there are multiple sides to every story or event. Students will use images and text
to explain the differing motivations for dropping the bomb and the impact of the bomb on the victims.
They will summarize the Japanese and the American perspectives and understand why they are
profoundly different. Students will back up their answers with evidence from the text.

STANDARDS
TBA

MATERIALS
Copies of Two Historical Narratives Sheet
Copies of Atomic Bomb Documents A-E
Copies of Japanese Experience Graphic Organizer (copies for half the class)
Copies of American Experience Graphic Organizer (copies for half the class)
PDF of Atomic Bomb Images (print out ONE packet for each group of 4)
Copies of Online Memorial Decision Sheet

(Engaging activity. This is the first time I'm seeing this sort of role-play from SHEG. Glad they branched
out.
So you asked about simplifying these in your email. This is particularly tricky because your Civic's s's do
not have the historical background knowledge needed to get the significance of many of these documents.
The best I can suggest is pare this down to 2 docs supporting each side (4 docs total) and choose the docs
that need the least amount of backstory. Do any of your s's have prior knowledge of WWII from the POV
of their home country? - PennMentor)

NECESSARY BACKGROUND: • Manhattan Project • Background on fighting in Pacific (specifically,

Bataan Death March, Okinawa) (10-15 mins)

PROCEDURES

OPENER

Do Now: Write down everything you know about the dropping of the atomic bomb at the end of

WWII. Elicit student responses. (3 mins)

BODY OF THE LESSON

Give background information about the Manhattan Project and the War in the Pacific (10-15 mins)

Today’s question: How should we remember the dropping of the atomic bomb? (Written out)

“Today you are going to choose an image that will go on a United Nations website commemorating the
dropping of the atomic bomb.”

1. Hand out Two Historical Narratives sheet. (Student intern will pass out) (10-15 mins)

Explain that a narrative is a story and like anything, there are many different ways to tell a
story. (Definition should be written out)
Narrative = Story. A personal narrative = A personal __________.
Read Two Historical Narratives as a class. (Narratives will be modified for student ELL levels)
 Teacher will read it aloud.
Have students complete the questions at the bottom of the sheet.
2. Divide class into two groups: Japanese Experience Experts and American Experience Experts.

Hand out: Documents B and C to American Experience Group and Documents D and E to Japanese
Experience Group with their appropriate Graphic Organizer (½ class Japanese Experience; ½ class
American Experience)

Hand out Atomic Bomb Images to each group

In pairs, students read through the documents and find evidence to support their side.

3. Rearrange students into groups of 4, with 2 Japanese Experience Historians and 2 American
Experience Historians.

Hand out Online Memorial Decision sheet.

Together, each pair shares the evidence for their argument with the other pair.

4. Hand out one packet of Atomic Bomb Images to each group of 4.

Together, the group has to decide which image they think should be selected to represent the dropping
of the atomic bomb on a United Nations website.

CLOSURE - Debrief
Each group shares which image they selected and why.
Which images were easy to eliminate (get rid of)?
Students are often asked: Should the United States have dropped the bomb? Why is that a difficult
question?
Do you feel like we can judge Truman’s decision? Why or why not? What would we need to know to
feel qualified to judge?

ACCOMODATIONS
Vocabulary, primary sources will have to be modified to meet the ELL needs of the students
Key definitions such as Narrative will have to be written out and examples will be given
Pictures and timeline will have to be shown via powerpoint

ASSESSMENT/EVALUATION
The online memorial decision sheet.

 Each group shares which image they selected and why.

 Which images were easy to eliminate (get rid of)?
 Students are often asked: Should the United States have dropped the bomb? Why is that a
difficult question?
  Do you feel like we can judge Truman’s decision? Why or why not? What would we need to
know to feel qualified to judge?

ACCOMODATIONS
 Vocabulary, primary sources will have to be modified to meet the ELL needs of the students
 Key definitions such as Narrative will have to be written out and examples will be given
 Pictures and timeline will have to be shown via powerpoint

PERSONAL REFLECTIONS / NOTES - PennMentor Comments

Pacing: went well. Took extra time setting up the fighting. Didn't talk too much. Kept this short today.
Have the students interact with the images, video, and text. S’s were engaged. Classroom discussion – the
change in bells cut you off. Lots of s’s are absent. Will need to review on Monday.
Recommendations for future practice:
1. Make your transitions more transparent. Step 1, step 2, as referenced on your agenda
2. Check the school calendar for assembly schedule.
3. Point out s’s home countries that Japan invaded
Areas of demonstrated improvement and success:
1. Timing was going very well (for a not “c” day)
2. s’s engaged in the material
3. the decision to teach the background was important