Shawna Benson, M.Ed.
Urbana University, 2010
Content Standard(s)
Grade Level: High School
Standard (Subject): Social Studies
Topic/Strand: American History Historical Thinking and Skills
Standard Statement/Content Statement: 1. Historical events provide opportunities to examine alternative
courses of action.
Grade Level: High School
Standard (Subject): Social Studies
Topic/Strand: Modern World History
Standard Statement/Content Statement: 13. Advances in technology, communication and transportation
improved lives, but also had negative consequences.
Grade Level: High School
Standard (Subject): Science
Topic/Strand: Chemistry
Standard Statement/Content Statement: Nuclear Reactions
 Nuclear energy
Grade Level: 9th
Standard (Subject): Technology
Topic/Strand: Technology and Society Interactions
Standard Statement/Content Statement: 1. Explain how making decisions about the use of technology involves
weighing the trade-offs between the positive and negative effects.
Shawna Benson, M.Ed.
Urbana University, 2010
All-Procedures
Day 1
1. Show video of destruction in Warsaw, Germany http://www.youtube.com/watch?v=yy1kOwUyEsM
2. Introduce Vocabulary through powerpoint
3. Have students create vocabulary cards
4. Introduce interview activity
5. Have students independently work on interview
6. Students complete exit slip on positive and negative effects of the atomic bombs(pre-assessment on 2nd SS standard
and tech standard)
Day 2
7. Students do interview with a partner(pre-assessment on 1st SS standard and Science standard)
8. Hand out guided notes
9. Show powerpoint about dropping of atomic bomb with lecture
Day 3
10. Lecture and demonstration on nuclear reactions with lecture notes
11. Handouts for mini debate
12. Students work on mini debate through research and independently go up to use interactive board
Day 4
13. Students finish research for mini debate
14. Students get into groups of 6 and do mini debate
15. Group students into 2 groups and have collectively create debate items for whole group debate
Day 5
16. Debate (post-assessment of all standards)
17. Closure
(Instruction that the whole group receives)
Shawna Benson, M.Ed.
Urbana University, 2010
The items below can be students
specific or level specific
Pre-Assessment
 Work sample-with  list, rubric or notes
 Captioned photo(s)
 Observation w/notes
 Video tape – with documentation
 Audio tape – with documentation
 Test/Quiz
  list
 Rubric
 Other
Differentiated Materials/
Technology
Intensive Modification
 Students complete exit slip.
Students must pick two of
the four options for the
effects of the atomic bomb.
Graded with checklist.
 Student will create two
interview questions along
with answers to be used in
class. Graded with
observation and notes.
Some Scaffolds


Students complete exit
slip. Students must list
three points for the
effects of the atomic
bomb. Graded with
checklist.
Student will create four
interview questions
along with answers to be
used in class. Graded
with rubric.
Least Accommodation
 Students complete exit
slip. Students must list
five points for the effects
of the atomic bomb.
Graded with checklist.
 Student will create six
interview questions
along with answers to be
used in class. Graded
with rubric.
(List All)
Instructional Strategies/
Learning Styles
Post-Assessment
(Same options as above)
 Quiz
 Students will then turn in all
debate topics they used and
it will be graded on rubric.
Shawna Benson, M.Ed.
 Students will complete quiz
 Students will complete quiz
on nuclear reactions with the
on nuclear reactions.
assistance of a wordbank
 Students will do debate in
and three options for
class and be graded on
answers.
participation(At least three
 Students will do debate in
points illustrated). Students
class and be graded on
will then turn in all debate
participation(At least two
topics they used and it will
points illustrated). Students
be graded with a rubric.
will then turn in all debate
topics they used and it will
Urbana University, 2010
be graded on rubric.
Shawna Benson, M.Ed.
Urbana University, 2010