Direct instruction

Teacher:

Subject:

Ashley Pakenham

High School American History

Standard(s):
Describe the impact of American involvement in World War II: F. Hiroshima/Nagasaki
Objectives (Explicit):

Students will demonstrate knowledge of the bombings at Hiroshima and Nagasaki by writing
notes during lecture.
Students will demonstrate critical thinking by having a guided discussion.
Students will demonstrate application of obtained knowledge by taking a quiz.
Evidence of Mastery (Measurable):

Quiz [ on Kahoot ] - Answer Key

Discussion - Rubric for points to touch on
Sub-objectives, SWBAT (Sequenced from basic to complex):

Write notes on Hiroshima and Nagasaki bombings.

Watch short video on bombings.
Discuss the bombings and the impact they had immediately, and the lasting effect today.
Write a reflection for your exit ticket.
Key vocabulary:

Materials/Technology Resources to be Used:

Nagasaki |Hiroshima | Japan | Atomic Bomb | United

States of America | World War 2

Smartboard/Projector | Kahoot for quiz

Opening (state objectives, connect to previous learning, and make RELEVANT to real life)
Atomic weapons are some of the most destructive inventions of all time. They have been used on human
populations only twice, with devastating consequences. Although they saved countless American lives,
many innocent Japanese civilians were killed during the attacks. While learning about these tools of
destruction, we must ask ourselves if their use was necessary? Should they have ever been invented?
What dangers could they provide for us in the future?

I
n
s
t

Teacher Will: Be specific

Student Will: Be specific

Give a lecture on the bombings at Hiroshima and

Nagasaki

Write notes while listening to the lecture and

watching the video

r
u
c
t
i
o
n
a
l
I
n
p
u
t
G
u
i
d
e
d
P
r
a
c
t
i
c
e

Show a video on the bombings

Co-Teaching Strategy/Differentiation How will your instruction look different for those students
who need differentiation or accommodations during your instructional input/teaching?

Notes will be made available online and guided notes will be made available for the
students if needed at the discretion of the teacher.
The lecture will also be spoken so that students who have low reading abilities can follow
along.
During the video the teacher will also point out important parts of the movie that students
will need to take notes about.
Teacher Will: Be specific

Student Will: Be specific

Students will get put into groups of 4

Find points to support their argument

Split the groups in half; one side will argue for

the bombing & the other will argue against

Come up with three facts [ with evidence ]

per student to back up their side of the
argument

Co-Teaching Strategy/Differentiation/Check for Understanding:

Each student will present in front of the class his or her arguments or points that support their
side of the argument.
Each student will be subject to feedback from both the teacher and other students. The research
on their three facts should show that they put in the effort and have a good understanding of their
facts and the material given.
Listening to their peers will help educate them on new facts.

I
n
d
e
p
e

Teacher Will: Be specific

Student Will: Be specific

Give directions to students

Students will write a reflection about the

discussion and what information they found
most interesting.

Be available for any questions

n
d
e
n
t
P
r
a
c
t
i
c
e

Co-Teaching Strategy/Differentiation How will your instruction look different for those students
who need differentiation or accommodations?

Teacher will make themselves available to guide students who need accommodations,
help them write their reflection if needed and answer any potential questions of content.
Teacher will assist until both they and the student feel comfortable with the final
reflection.

Closing/Student Reflection/Real-life connections: What connections will students make to their real
lives? What essential questions will they reflect on in their closure of the lesson?

Students will reflect on whether or not the use of the atomic bomb was necessary and whether
dropping two atomic bombs was necessary. Students will reflect on whether we still need
atomic weapons today.