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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
FACTS/CONCEPTS
Nagasaki
Hiroshima
Atomic Bomb
Manhattan Project
MANAGEMENT FRAMEWORK
______ 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
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.