MPS/MOEC Teaching American History Grant Lesson Plan Template
Teacher’s Name: Keith Neth
District: Millard North High School
Lesson Title: Atomic Bomb Debate
Date Submitted: December 29, 2006
NE Standards
Overview
8.4.2
Students will demonstrate skills for historical analysis.
8.4.3
Students will develop skills in discussion, debate, and persuasive writing by
analyzing historical situations and events.
8.4.4
Students will evaluate different assessment of the causes, costs, and benefits
of major event in recent American history to develop discussion, debate, and
persuasive writing skills.
8.4.6
Students will improve their skills in historical research and geographical analysis.
Age Level
Grade 9
Established Goals (Learning Objectives)
Students will research in depth the key events of World War II in the Pacific; and debate whether
dropping the nuclear bomb was the best way to end the war.
Understandings (Background Knowledge)
This is part of a WWII unit and students should have a background of
WWII events prior to August 6 & 9, 1945.
Duration
3-4 days
Materials
Essential Questions (Engaging Question)
The Greatest
Generation DVD
Find out what students know about the Pacific theatre of World War II. Ask if they have any
relatives who fought in the Pacific. If so, ask them to recount any relevant stories they may
have heard. After a brief discussion, tell students that the fighting in the Pacific was very
brutal and difficult for the United States and its Allies.
Computers with
Internet access
Print resources
about World War
II in the Pacific
(helpful)
Learning Activities (Procedure)
Day 1
1.
Show video segments from DVD of “The Greatest Generation” with Tom Brokaw.
Discuss how American veterans recalled their experiences and how difficult it was
for them to serve in the Pacific Theatre.
2. Ask student if they know how the war in the Pacific ended. Introduce the nuclear bomb
droppings on Hiroshima and Nagasaki. Explain to students that they are going to debate
whether the bombing was necessary and the best way to end the war.
Day 2-3
1.
2/17/2016
Divide students into two groups. One group will take the position that dropping the
bomb was the best way to end the war. The second group will take the opposing
position.
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2.
Give students enough time in class to learn more about the war in the Pacific. The
web sites have information about key battles, as well as the thoughts of respected
veterans. Students will also complete a web based worksheet that references individual
experiences. Students should consider the world view of the Japanese, the Bataan Death
March, the Battles of Midway and Iwo Jima, as well as the internment of Japanese-Americans.
As students research, tell them the debate question is difficult and has no clear-cut answers.
Remind them to read all material critically and thoughtfully.
3.
After students have completed their research, conduct the debate. Make sure each side has
written an opening argument and is prepared to ask the opponents questions, and to give a
rebuttal at the end.
Day 3-4
1. Following the debate, discuss with students their thoughts about the events.
2.
Have each student reflect upon the activity by completing the questions below.
Technology Links:
http://www.powtaiwan.org/singapore.html
http://www.geocities.com/Pentagon/Quarters/6991/usmc.htm
http://home.pacbell.net/fbaldie/In_Retrospect.html
http://www.doug-long.com/hiroshim.htm
http://www.pbs.org/wgbh/amex/macarthur/sfeature/bataan_capture.html
http://www.britain-at-war.org.uk/Malaya_and_Singapore/body_index.htm
Differentiated Instructional Strategies (Learning Advice)
A computer lab setting would be beneficial so that all students are able to access the sites
and be contributing members of their group.
Assessment Evidence:
Performance Tasks
Students will reflect on the activity by responding to the following questions:
1.
2.
3.
Do you think that dropping the bomb was the best solution? Why or why not?
How do you feel about the nuclear fallout the Japanese experienced?
Do you believe that there are times when the ends justify the means?
Students will complete the worksheet attached which uses web links to research questions
about the Pacific Theatre of WWII.(Also pasted below)
World War II - Pacific Theatre
Atomic Bomb - Individual Research Worksheet
1.
2/17/2016
How did a Japanese eyewitness describe the atom bomb dropped on Hiroshima? Go here to read
about it. http://www.soon.org.uk/page3.htm
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2.
3.
4.
5.
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How many people were on the crew of the Enola Gay? And how many were usually on the crew? T
find the answer, go here. http://www.theenolagay.com/
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Why did the scientists not call the bomb the bomb? What were some names used instead of the bom
Go to this site to find out. http://seattletimes.nwsource.com/trinity/articles/part1.html
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This female, age 17, was 1.5 km away from the bomb when it dropped. Who did she try to save, and
from what was she trying to save them from? To read more about it, go to.
http://www.ne.jp/asahi/hidankyo/nihon/english/witness.htm
____________________________________________________________
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Michiko Yamaoka is a survivor of the bomb dropped on Hiroshima. She described the bomb droppi
as a what? Go here to find out.
http://www.hiroshima-is.ac.jp/Hiroshima/survivors.htm
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6.
7.
8.
9.
2/17/2016
Of the reasons listed why the USA should drop the bomb, which do you think is most likely? (Give
personal opinion.) Go here. http://history.sandiego.edu/gen/st/~lovenson/ShouldDropped.html
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What were the conversations at Farm Hall? Click to go.
http://www.atomicarchive.com/Docs/Farmhall.shtml
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Why did the USA drop the bomb on Hiroshima? Go here to find out.
http://www.historychannel.com/cgi-bin/frameit.cgi?p=http%3A//
www.historychannel.com/speeches/archive/970806gs.html
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Why did Fermi and his wife leave Sweden? Go here to find answer.
http://www.pbs.org/wgbh/aso/databank/entries/dp42fe.html
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10. What is the nickname for Nagasaki? Go here. http://www.atomicmuseum.com/tour/dd5.cfm
2/17/2016
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