DRL 1

“The Morality of the Manhattan Project”

Name: Paul Poole Date: 5/7/18

Brief Class Description (contextual information including number of students, subject,

level, IEP/ELL/GT or other special considerations):
Grade: 11
Time: Period 1, 7:35-9:05 (90 Minutes)
Class: U.S. History (After the Civil War)
31 Students
22 Caucasian, 5 African/African American, 3 Hispanic, 1 Asian/Pacific Islander
2 IEP: 1 visual impairment, 1 Specific Learning Disability
1 ELL
3 GT

Unit and Unit Goals: World War 2

Lesson Topic: Ending the war with Japan

Prior Knowledge (How do you know the students are ready for this lesson?): I know this
section is ready for this lesson, because we have just finished covering the European Theater in
class, and it is now time to cover the Pacific Theater.

Alignment:
Common Core Objective Assessment Activity(ies)
Disciplinary (Which step(s) of
Literacy Standards DRL teach this
objective?- refer
below)
1. 1. We will analyze 1. Formative: Purpose for reading
CCSS.ELA- primary sources in We will discuss our Discussion Activity
LITERACY.RH.11- order to strengthen points of view on the (Formative
12.1 our understanding of dropping of the Assessment)
Cite specific textual past conflict from Atomic bomb using
evidence to support multiple points of the text we have just
analysis of primary view. read to support out
and secondary answers
sources, connecting
insights gained from We will know
specific details to an students have
understanding of the completed this
text as a whole. objective by
reference to the text
in their reasoning for
DRL 2

choosing one side

over another.
2. 2. We will use 2. Formative: Follow Up Writing
CCSS.ELA- textual evidence from We will write a short (Formative
LITERACY.W.11- primary and essay supporting our Assessment)
12.1 secondary sources in stance on the
Write arguments to order to create, dropping of the
support claims in an evaluate, and defend atomic bomb on
analysis of an argument about a Japan, citing
substantive topics or past decision. evidence from the
texts, using valid text.
reasoning and
relevant and sufficient We will know
evidence. students have
completed this
objective by the level
of evidence cited in
their short essays,
and by the extent of
which they have used
it.
3. 3. We will create a 3. Formative: Motivation Activity
D2.His.12.9-12. list of questions about We will create a list Background
Use questions the dropping of the of questions in order Knowledge
generated about atomic bombs in to guide the re- Silent Reading
multiple historical order to guide our reading of our texts, Re-Reading Activity
sources to pursue reading of our allowing us to look (Formative
further inquiry and primary and deeper and better find Assessment)
investigate additional secondary sources additional sources.
sources.
We will know
students have
completed this
objective by the
questions they
generate for re-
reading the text.

Materials Needed (Include Text Macrostructure):

Thus far students will need:
Print outs of all the documents provided
Highlighter or something to annotate the text with
Paper or computer to write/type an essay
White/chalk board and markers/chalk
Paper for quick write

Handouts:
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Essay Outline
Documents (if no tech to view them on is available)

Technology Integration/Needs:
 Students will not need any technology for this assignment, however a computer can be
useful for typing up responses (especially for students who need adaptations)
 I will need a computer and projector to demonstrate the Nuke Map, and a document
camera to go over the documents with the class after they read them.
 If we can get a computer lab or if it is a school where there is a 1 to 1 student device
implemented, we will use those instead of paper copies of the documents

Lesson Procedure*(see below for more details):

1.a. Readiness: Motivation Activity

To gather student interest, the teacher will show my students pictures from Hiroshima and
Nagasaki. The teacher will ask students to do a two-minute quick write of questions they have
about the pictures. After the quick write is up students will share responses.

Anticipated Responses:
Where are these images from? How were these cities destroyed? How many people died? Why is
this important? Who destroyed these cities? Why were they destroyed?

Time Allotted: 5 minutes

Adaptations (for IEP, ELL, culture, and other special needs):

IEP: Students will be allowed to move around the room and get a closer look at
the pictures as well as pull them up on any devices they have on them
ELL: Students will have their English to first language dictionaries on hand to
assist them in writing the questions they have.
GT: These will be the students I call on first to get the questioning started

Transition (explicitly linking concepts/activities/objectives): “These pictures are

from the Japanese cities of Hiroshima and Nagasaki, the only two cities to ever have had an
atomic bomb dropped on them. Today in class we will be looking at whether they U.S. was
justified in the damage they caused to these cities and the people who lived in them. But first to
get an idea of where we are, what do you all know about the dropping of the atomic bombs?”
DRL 4

1.b. Readiness: Background Knowledge Activity

The teacher will ask students what they already know about the war between the United States
and Japan. The teacher will write down all responses and ask students to try and connect
responses to one another to show how the facts that students know are interconnected. If students
struggle to connect the ideas/facts they come up with the teacher may help to connect them. The
teacher should also make sure that every vocabulary word used in activity 1.C is included in this
web, so that students will have a word list to pull from. For example: one may connect the name
Curtis LeMay to the atomic bombs as he was the general who ordered the bombs be dropped. I
will ask that students draw the web on their own in order to further cement the connections and
information brought up.

Anticipated Responses:
Needed Words:
Japan Imperial Empire United Death B-52 Fat Man Little
States Before Boy
Dishonor
Curtis Hirohito Manhattan Hiroshima Nagasaki Megaton Pearl Decembe
LeMay Project Harbor r 7th
Atom Harry S. Iwo Jima Island Bushido Seppuku VJ Day Nanking
Truman Hopping
Code Nisei Philippines China Enola Enrico Douglas Pacific
Talkers Camps Gay Fermi MacArthur Theater
Joseph Fission
Stalin
Additional: Nuclear, Germany, Hitler, USA, Japan, Plane, boats, aircraft carriers,
Time Allotted: 10 min

Adaptations:
IEP: For my Visually impaired IEP I will make sure they are close to the board in
order to get the information in a timely manner. For my all IEP students, I will ask
that all students share their web drawings in order to make up for any lost
information.
ELL: ELL students and teacher will have English to First Language dictionaries
on hand to help clear up any miscommunications. I will also give them a key
word list that will have all words I expect to come up translated into their first
language in order to help them not be slowed down by having to look up every
word.
GT: GT students will be the ones I imagine will be making the most connections.

Transition: “Now that you know a bit more about the Pacific theater of World
War 2, let’s use this web and our connections to help us define some key vocabulary.”

1.c. Readiness: Concept Development Activity

In order to ensure students have the necessary vocabulary needed to read the primary source
documents, we will participate in a game of Jeopardy. Students will be divided into two teams,
 DRL 5

every student will answer one time, alternating between each team. Definitions will appear on
screen and students will have to match that definition to a word on their web they have created in
activity 1.B. When a team gets a definition correct, they will be awarded the number of points
assigned to that question. If a team gets a definition incorrect, the other team will have the
chance to “steal” by answering correctly for half the original point value.

Vocabulary words you plan on using:

Japan Imperial Empire United Death B-52 Fat Man Little
States Before Boy
Dishonor
Curtis Hirohito Manhattan Hiroshima Nagasaki Megaton Pearl Decembe
LeMay Project Harbor r 7th
Atom Harry S. Iwo Jima Island Bushido Seppuku VJ Day Nanking
Truman Hopping
Code Nisei Philippines China Enola Enrico Douglas Chester
Talkers Camps Gay Fermi MacArthur Nimitz
Joseph Fission
Stalin

What you might say to your students and how they might respond: I mostly plan to be reading
the definitions to them and then letting them know if their answer is correct, usually with a quick fun
fact after each question to help cement in their memory something about the word for them to recall
later.
Will you have a handout?: There will be no specific handout for this lesson, but they will have
their web from activity 1.B to write down definitions they did not know before the activity.
How will you assess them?: Students will be assessed by their scored in Jeopardy, and by who
answers correctly.
Does this align with one of your standards (it does not need to fyi): No, it is more to prepare
them to access the sources that align with the standards I have chosen. Giving them definitions of
words, they will see in these documents ahead of time will help students comprehend the texts.

Time Allotted: 20 mins

Adaptations:
IEP: the included word list will help both to be able to see the words in question
more clearly, as well as I plan to make the definitions very large and visible on
the screen.
ELL: I will make sure to have the definitions in their first language, however if
they want to challenge themselves I’ll hang on to the sheet during the activity.
GT: I plan to definitely split them up amongst the two teams because having them
all on one team would be entirely unfair and that team would dominate the
activity. I may also give them the option of not using a word list in order to
challenge themselves further by having them pull from their background
knowledge.
DRL 6

Transition: “So now that you all have some background information, and can
identify these keywords in the texts, lets quickly dig into why we are doing this activity and why
this is such an important skill to have.”

1.d. Readiness: Purpose for Reading Activity

The teacher will explain the importance of exploring multiple perspectives in the history setting.
The teacher will use the analogy of two friends in a fight, where one wronged the other, and the
other retaliated but in a far larger fashion. (Japan and the U.S.) The teacher will then explain how
it is hard to see who is in the wrong and what counts as self-defense in history if we do not look
at both perspectives of any event. The teacher will also explain that we need to look at and learn
to cite information from primary source documents in order to challenge and strengthen our
opinions and allow us to become better at defending our opinions which is a critical life skill.

Anticipated Responses:
When will we ever use this in real life? – “You will use it all the time especially when checking
things people say on the internet and evaluating what people and the news say”

Time Allotted: 5 min

Adaptations:
IEP: I will make sure to be a vivid in description as possibly so that they have a
very clear picture of what is going on in the metaphor I use, as well as make sure
that the student with the SLD is in close proximity to the front of the room where
I will be teaching from. I will also use pictures relating to each event to help
convey how this activity relates to real life scenarios.
ELL: adaptations will be similar to those for IEP students and I will type up and
translate the story for them in order to help them better understand it.
GT: I will ask them to begin thinking of which is worse: the initial strike, or the
harsh retaliation, in order to get them thinking.

Transition: “Now that we have an idea of the situation we are dealing with here,
and we know the end result of this dispute is dropping the atomic bomb, let’s look closer into the
Japanese surrender and the decision process of dropping the atomic bomb to get a better picture
of whether the bomb really ended the war or not, and if it should have been dropped at all.”

2. Silent Reading Activity

The students will be provided copies of the primary and secondary source documents and will be
asked to read and annotate them. They will be reading/annotation things that would either justify
or condemn the U.S.’s decision to drop the atomic bomb on Japan.

Time Allotted: 15 min

Adaptations:
IEP: I plan to provide large print forms of the documents for the whole class or
electronic versions that can be zoomed in or out on, but more specifically so my
IEP with visual impairments can read easier. As for my SLD I will make sure to
spend some time annotating with them to help them get started with their reading.
DRL 7

I will also provide versions of the text with key words already highlighted upon
request or the notice of a struggling student.
ELL: I plan to craft a translated version of the documents, as well as provide the
documents in English so they can compare to their translated version if they are
stuck on a word.
GT: students I plan to check in on them and as them to go deeper into their
analysis of the documents if they finish early, as well as possibly provide them
with other documents to look through.

Transition: “So now that everyone has made some connections between the
surrender of Japan and the dropping of the atomic bomb, it is time to discuss and debate the big
question: did the dropping of the atomic bomb cause Japan’s surrender/should we have dropped
the atomic bomb on Japan.”

3. Discussion Activity
Students will be asked where they feel that they stand on the issue of the dropping of the atomic
bomb. Students who support the U.S.’s decision will be on the right side of the room, and those
who are against it will be on the left side of the room. After the students have aligned themselves
to one side or the other, the teacher will ask each student individually to give one piece from the
text that supports their point of view

Anticipated Responses:
In support of: Japan refused to surrender, the U.S. had to show off against Russia, less people
died than during the fighting,
Against: It was cruel, it didn’t end the war; Russia did, the radiation made the area unusable for
years afterwards,

Time Allotted: 5 min

Adaptations:
IEP: For my students with an IEP I plan to ask them very early on for their
evidence. This will allow them to demonstrate what they have, as I anticipate
them to have some of the easier to find answers, however I still plan to push them
to elaborate on their evidence.
ELL: Students and teacher will have their English to first language dictionaries
on hand in order to help students explain themselves better.
GT: For my GT students I plan to ask them more towards the end of the activity,
and will be expecting higher level responses out of them

Transition: “Now that we have heard some of the reasons for both sides, pair up
with someone on the opposing side from you to re-read the text and try to prove
each other wrong or right with new evidence.”

4. Re-reading Activity
Students will pair up with a partner (more than one if there is a disproportionate number of
students for one side) and search the text for new evidence to disprove their partner and any of
their claims. Students will first write down their three biggest points of why they feel the way
DRL 8

they do about the dropping of the bombs, and then search for evidence to form a counter
argument to their partner’s claims.

Anticipated Responses:
In Support Of: The U.S. had to show Japan it would do whatever it took to end the war and get
them to surrender, The U.S. had to know the power of the weapon,
Against: They dropped it on Japan because of their lack of respect for the Japanese, they would
never do this to a European country,

Time Allotted: 10 min

Adaptations:
IEP: Students with an IEP will be paired up with another student to argue
together in order to help those students with an IEP to check their findings and
confirm what they have found, as well as show them some new information they
may not have found alone.
ELL: I plan to pair my ELL students with well-spoken students to argue together
in order to help them to phrase their arguments better and explain their findings
more clearly
GT: I plan to pair up GT students against one another (if they do not all align
with one another) in order to have a good battle of wits for them to participate in

Transition: “Now that you should have a very good base on your argument, write
a short essay with supporting evidence you found to defend your argument.”

5. Follow Up Writing Activity (Closing Activity)

Part 1: Write a short essay defending your position on whether the U.S. should have dropped the
bomb on the Japanese cities of Hiroshima and Nagasaki. Cite evidence from the text to support
your claims.
Transition: “Now that we have filled out our essay outline with evidence, your
homework is go home and write this short essay using your outline and evidence you
have found in class today. Next class we will work on properly citing this evidence for
your upcoming research paper.

Part 2: Students will craft a short essay at home using their outline and evidence from class.
This essay will be a rough draft for a larger paper containing self-researched sources and proper
APA citations later in this unit.

Time Allotted: 10 min

Adaptations:
IEP: Essay will be open note and they will be allowed to use any resource from
this lesson, as well as I will provide them with an essay starter outline to help
them to structure their essay, and they will be able to turn this in in place of the
short in class essay as it will still show me them citing evidence for their
argument. For part two I will dedicate time next class
DRL 9

ELL: My ELL students will also be able to use their resources from class, and I
will let them type and then translate their essay, and give them the same essay
outline that I have given my IEP students
GT:

After the Lesson:

Reflection (How did you adjust instruction based on student responses to your formative
assessments? What are the implications for future instruction?)

I believe that this lesson would go fairly well. I could see some faults coming in during
the first reading and may have to adjust accordingly if one side has many more students than
another, in which case I should re-evaluate the sources I give them next time.
DRL 10

Name:_________________ Date:_____________

Essay Outline:

Argument:

Text Support: (Source name and Page #)

Points that may be used against your argument and their counterpoints:

Counterarguments: Support Against:

DRL 11

Citations:

Burr, W. (Ed.). (2005, August 5). The Atomic Bomb and the End of World War II: A Collection
of Primary Sources. Retrieved May 9, 2018, from
https://nsarchive2.gwu.edu//NSAEBB/NSAEBB162/index.htm
Documents: 4, 18, 68