L4+Kendall,+Grace


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Ms. Kendall / Ms. K **Date of Lesson:** Empathy/iMovie
 * Grade Level:** 10+ **Topic:** The Pacific Theater of WWII

__**Objectives**__

 * Student will understand that** the war in the Pacific had profound and lasting effects on the process and outcome of WWII as well as on US foreign policy -AND- the Pacific theater had far reaching impacts on society in both Japan and the United States
 * Student will know** about the following: American feelings towards the Japanese and vice versa; what effect misconceptions or falsehoods had; surrender conditions set by the US; “island hopping” strategy and what it was like for soldiers; US allies (Australia, in particular, because there is a lot of propaganda related to it).
 * Student will be able to** critically complete a WebQuest investigating the use of propaganda in WWII.

__**Maine Learning Results Alignment**__

 * Maine Learning Results, Social Studies: E - History **
 * E1: Historical Knowledge, Concepts, Themes, and Patterns **
 * Grades 9 - Diploma: World War II and Postwar United States, 1939 - 1961 (Pacific Theater) **
 * "Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world." **

Rationale: **This lesson investigates the dropping of the atom bomb on Japan during WWII.**

__**Assessment**__

 * Formative (Assessment for Learning):** Students will use two graphic organizers for this lesson. The “Timeline” graphic organizer will be used by students to keep track of key events leading up to the bombings. The “Fact and Opinion” graphic organizer will be used for students to keep track of what parts of the arguments for or against the use of the A-bomb are hard facts, and what are opinions. Cooperative learning will take place in the form of a Round Robin Brainstorming session. Students will be placed into groups of four or five and given a sheet with the following questions on it: “Why was the atomic bomb dropped on Japan? Was it the right decision to drop the A-bomb on Hiroshima? If you feel that it was, then was it the right decision to drop the second bomb three days later on Nagasaki?” One student will record the answers and reasoning behind them. If there is one consensus among the group, students will prepare their opinion to be shared with the class (if there is not a single consensus, this will still happen, but between agreeing partners/triads). Since there is no “right” answer to those questions, feedback from the teacher will consist of a checklist of “important connections” that the student should have in mind when considering the questions (the information from the Equip section). Factors that the students touched on in their responses will be checked off, connections or factors that they didn’t mention would be circled, and some comment(s) given. Since the original task was an ungraded assessment, the students’ opportunity to refine their argument will come as a homework assignment. Utilizing in-class arguments and feedback from the checklist, students should prepare a storyboard for their documentary about the bombings of Hiroshima and Nagasaki. This storyboard will be graded as part of the final iMovie product.


 * Summative (Assessment of Learning):** Create a 3-5 minute "documentary" that communicates the destruction caused by the atomic bombings of Hiroshima and Nagasaki. Devote at least one quarter of your movie to investigating arguments that the bombings were justified as well as arguments that they were unjustified. Now, a very technical definition of "documentary" would mean that only the facts were presented, without the director's own opinion, but we all know that is rarely the case with documentaries. Therefore, you are allowed to acknowledge your own opinion about the bombings in your documentary, but be sure you fairly explain both points of view. Points can be lost if your coverage of that issue is one-sided. Your movie may use photographs, primary documents, mock interviews based off first-hand accounts, etc. but must be based in fact. A properly formatted source list should be passed in with your finished product.

__**Integration**__
**Art and/or English**: Students' storyboard homework assignment may be in the form of a written storyboard or a visual one.
 * Technology**: Students will utilize type II technology in the form of an iMovie during this lesson.
 * Debate**: Students will have the opportunity during class discussion to debate the question "Was the atomic bomb the best way to end the war?"

__Groupings__
Cooperative learning will take place in the form of a Round Robin Brainstorming session. Students will be placed into groups of four or five based on their table groups and will be given a sheet with the following questions on it: “Why was the atomic bomb dropped on Japan? Was it the right decision to drop the A-bomb on Hiroshima? If you feel that it was, then was it the right decision to drop the second bomb three days later on Nagasaki?” One student will record the answers and reasoning behind them. If there is one consensus among the group, students will prepare their opinion to be shared with the class (if there is not a single consensus, this will still happen, but between agreeing partners/triads).

__**Differentiated Instruction**__
**Verbal/Linguistic**: I plan to have students read primary documents related to the lesson. In particular, students would read the Bard Memorandum of June, 1945.  **Logical/Mathematical**: The timeline graphic organizer will help students make logical connections between events.  **Visual/Spatial**: The “hook” includes both a video and a photo slideshow with powerful images related to the atomic bombing of Hiroshima.  **Interpersonal**: The Round Robin Brainstorming that students will take part in during the “rethink” portion of the lesson allows them to share ideas and thoughts with one another as a small group and then also as a class.  **Intrapersonal**: The homework assignment following the Round Robin Brainstorming allows students to reflect on their own about how they feel about the bombings and present their own opinions without adapting them to a group consensus.  **Naturalist**: Pictures and discussion about the way the landscape of the two cities were drastically altered will communicate to naturalistic learners the scope of the damage.  **Bodily/Kinesthetic**: During the hook, students will be responding to a class poll and will answer the question " Was the atomic bomb the best way to end the war?” Students will answer by leaving their seats and going to one side of the room for “No” and one side for “Yes," allowing students to view a physical representation of the various opinions in our class.
 * Strategies**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

Students can utilize teacher notes and the class agenda on the class wikispace to catch up, but must also communicate with the teacher via email or a personal meeting to be brought up to speed. Work that was due and completed on the day the student was absent may be passed in via email. Skype will be available for students who want to take advantage of it.
 * Absences**

Students will utilize type II technology in the form of an iMovie during this lesson.
 * Extensions**

__**Materials, Resources and Technology**__
copy of unit syllabus a projector printouts of iMovie rubrics printouts of evaluative checklist for storyboards printouts of "Timeline" and "Fact and Opinion" graphic organizers (1 of each per student) laptop for each student whiteboard and markers world map

__Source for Lesson Plan and Research__
Fact and Opinion graphic organizer: [] Timeline graphic organizer: [] iMovie rubric:http://edu221spring11class.wikispaces.com/Unit+Rubrics+Syllabus+B2
 * Classroom tools sources**:

Hiroshima: Dropping the Bomb: <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[] <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">Photo gallery collected by The Independent: <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[] <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">US Responses to the Dropping of the Bomb, 1945 - NuclearFiles.org, a project of the Nuclear Age Peace Foundation, gathers together many resources that students can use to gain a deeper understanding of issues surrounding the atom bomb and its use in World War II. This page includes responses from many Americans who doubted the necessity of dropping the bomb on Hiroshima and Nagasaki. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">Bard Memorandum, June 27, 1945 - The Bard Memorandum shows undersecretary of the Navy, Ralph A. Bard, expressing his opinion that the Japanese should be given warning before the atomic bomb was used. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[|President Truman's Diary, July 17, 18, and 25, 1945] - An excellent primary resource for students to have access to, Truman's personal diaries show him writing plainly about his feelings about the atomic bomb, Joseph Stalin ("Uncle Joe," as he is called in one entry), and the Japanese. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">Primary Documents Related to the Decision to Drop the Atomic Bomb - A large collection from the Truman Presidential Library, including a wide variety of primary documents related to the decision to drop the atomic bomb on Japan. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">Testimony of Yasuhiko Taketa, a Survivor of Hiroshima - A firsthand account of the bombing of Hiroshima.
 * Online information sources:**

<span style="font-family: Arial,Helvetica,sans-serif;">Howard Zinn and Kathy Emery, //A People's History of the United States, Abridged Teaching Edition//, Updated & abridged ed. (New York: New Press, 2003), 299-326. <span style="font-family: arial,helvetica,sans-serif;">Christopher O’Brien, “US History II,” (class lectures, University of Maine at Farmington, March 20, 2010 - April 8, 2010).
 * Non-web information sources:**

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:** The variety of work and instruction strategies in this lesson will utilize all of the four learning styles discussed in EDU221: puppy, beach ball, clipboard, and microscope. Since students will be given the rubric at the outset of the assignment, "clipboards" will have an easy task of keeping track of what they need to do and what progress they are making on their assignment. Turning in storyboards to be reviewed with a checklist before moving on to creating their movie will also help clipboards know they are on the right track and allow them the chance to receive clear feedback before moving on to their final step. "Microscopes" will naturally connect with the main theme of this lesson: to investigate varying viewpoints about whether the US decision to drop atomic bombs on Japan was warranted or not. Students will be asked to analyze, question, and investigate, all of which are skills that microscope learners utilize well. The group work and class discussion sections of this lesson will engage puppies, since they tend to thrive on peer-to-peer interactions. Finally, beach ball learners will be engaged through the multiple parts of the hook and lesson itself, which utilize varying instruction techniques and intelligence types.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">Students will know about the following: US relationship with the Soviet Union; American and Japanese interpretations of one another; communism in the Soviet Union; Yalta & Potsdam conferences; fighting during the “island hopping” campaign; Japanese atrocities; FDR; Truman; Stalin; conditions for Japanese surrender; end of European front and Russian movement towards the Pacific; American disagreement about whether the bomb(s) should be used. These topics and their coverage will meet the Maine Learning Results standard E1 for History education:

<span style="border-collapse: separate; font-family: arial,helvetica,sans-serif; margin: 0px; padding: 0px;"> Maine Learning Results, Social Studies: E - History <span style="border-collapse: separate; font-family: arial,helvetica,sans-serif; margin: 0px; padding: 0px;"> E1: Historical Knowledge, Concepts, Themes, and Patterns <span style="border-collapse: separate; font-family: arial,helvetica,sans-serif; margin: 0px; padding: 0px;"> Grades 9 - Diploma: World War II and Postwar United States, 1939 - 1961 (Pacific Theater) <span style="border-collapse: separate; font-family: arial,helvetica,sans-serif; margin: 0px; padding: 0px;"> "Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world." <span style="border-collapse: separate; font-family: arial,helvetica,sans-serif; margin: 0px; padding: 0px;"> **Rationale:** This lesson investigates one of America's and the world's most influential eras, World War II, and specifically one of the most influential events in this war, the use of atomic weapons.

<span style="border-collapse: separate; font-family: arial,helvetica,sans-serif; margin: 0px; padding: 0px;">For this lesson's summative assessment, students will c reate a 3-5 minute "documentary" that communicates the destruction caused by the atomic bombings of Hiroshima and Nagasaki. Students will devote at least one quarter of their movie to investigating arguments that the bombings were justified as well as arguments that they were unjustified. Now, a very technical definition of "documentary" would mean that only the facts were presented, without the director's own opinion, but we all know that is rarely the case with documentaries. Therefore, students are allowed to acknowledge their own opinions about the bombings in the documentary, but should be sure to fairly explain both points of view. Points can be lost if coverage of that issue is one-sided. Their movies may use photographs, primary documents, mock interviews based off first-hand accounts, etc. but must be based in fact. A properly formatted source list should be passed in with the finished product.

<span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">**Verbal/Linguistic**: I plan to have students read primary documents related to the lesson. In particular, students would read the Bard Memorandum of June, 1945. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;"> **Logical/Mathematical**: The timeline graphic organizer will help students make logical connections between events. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;"> **Visual/Spatial**: The “hook” includes both a video and a photo slideshow with powerful images related to the atomic bombing of Hiroshima. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;"> **Interpersonal**: The Round Robin Brainstorming that students will take part in during the “rethink” portion of the lesson allows them to share ideas and thoughts with one another as a small group and then also as a class. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;"> **Intrapersonal**: The homework assignment following the Round Robin Brainstorming allows students to reflect on their own about how they feel about the bombings and present their own opinions without adapting them to a group consensus. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;"> **Naturalist**: Pictures and discussion about the way the landscape of the two cities were drastically altered will communicate to naturalistic learners the scope of the damage. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;"> **Bodily/Kinesthetic**: During the hook, students will be responding to a class poll and will answer the question " Was the atomic bomb the best way to end the war?” Students will answer by leaving their seats and going to one side of the room for “No” and one side for “Yes," allowing students to view a physical representation of the various opinions in our class.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** Students will utilize type II technology in the form of an iMovie project for this lesson. Other examples of varied instructional strategies and technology usage include:


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning):** <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">Before we begin, we’ll take a class poll to answer the question: “Was the atomic bomb the best way to end the war?” Students will answer by leaving their seats and going to one side of the room for “No” and one side for “Yes” (teacher won’t offer an option for “I don’t know” but if it comes up, the middle of the room can represent that). We will show a clip of the BBC program, Hiroshima: Dropping the Bomb from: <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[] followed by a discussion of the comments of the Enola Gay airmen about “no resistance” and showing the photo gallery collected by The Independent, here: <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[] . A discussion will follow based on the question: How could this happen? Students will use two graphic organizers for this lesson. The “Timeline” graphic organizer will be used by students to keep track of key events leading up to the bombings. The “Fact and Opinion” graphic organizer will be used for students to keep track of what parts of the arguments for or against the use of the A-bomb are hard facts, and what are opinions. Cooperative learning will take place in the form of a Round Robin Brainstorming session. Students will be placed into groups of four or five and given a sheet with the following questions on it: “Why was the atomic bomb dropped on Japan? Was it the right decision to drop the A-bomb on Hiroshima? If you feel that it was, then was it the right decision to drop the second bomb three days later on Nagasaki?” One student will record the answers and reasoning behind them. If there is one consensus among the group, students will prepare their opinion to be shared with the class (if there is not a single consensus, this will still happen, but between agreeing partners/triads). Since there is no “right” answer to those questions, feedback from the teacher will consist of a checklist of “important connections” that the student should have in mind when considering the questions (the information from the Equip section). Factors that the students touched on in their responses will be checked off, connections or factors that they didn’t mention would be circled, and some comment(s) given.


 * Summative (Assessment of Learning)**: ** C ** reate a 3-5 minute "documentary" that communicates the destruction caused by the atomic bombings of Hiroshima and Nagasaki. Devote at least one quarter of your movie to investigating arguments that the bombings were justified as well as arguments that they were unjustified. Now, a very technical definition of "documentary" would mean that only the facts were presented, without the director's own opinion, but we all know that is rarely the case with documentaries. Therefore, you are allowed to acknowledge your own opinion about the bombings in your documentary, but be sure you fairly explain both points of view. Points can be lost if your coverage of that issue is one-sided. Your movie may use photographs, primary documents, mock interviews based off first-hand accounts, etc. but must be based in fact. A properly formatted source list should be passed in with your finished product.

__Teaching and Learning Sequence__
Classroom arrangement: My class will be set up with tables arranged in a horseshoe pattern (3-4 students to each table, with everyone facing the inside of the horseshoe) with the horseshoe "opening" towards the board. Desks in this arrangement would best facilitate classroom discussions about what is being learned. There would be one "floating" roller chair in the room that would be used by the teacher to move among table groups during group work. I would have one or two bulletin boards up to display different types of resources and information about opportunities the students might be interested in. There would be at least one bookcase to hold additional research material for students to use, as well as print resources about Turabian citation. Day 1 (80 minutes) Day 2 (80 minutes) Day 3 (80 minutes) Day 4 (80 minutes)
 * To begin class, the teacher will ask students to stand up at their desks. One side of the room will have a pre-placed paper taped to the wall saying "YES" and the other side of the room will have one taped up that says "NO." The teacher will pose a very basic question: "Based on what you know, was the atomic bombing of Japan justifiable as the best way to end World War II?" and students will move themselves to the side of the room representing their answer to the question. The teacher will not choose a side for this activity. (5 minutes/75 remaining)
 * Discussion. Students will have 10 minutes to discuss or debate one another about why they answered the way they did. The teacher will be a facilitator during this discussion and will offer questions or points to either side if they seem to be struggling. (10 minutes/65 remaining)
 * After 10 minutes, students will go back to their seats and they will watch a short BBC video (<span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;"><span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[] ) about the bombing of Hiroshima. At each seat, the teacher will have already placed two graphic organizers for the students to take notes with during this class period - the Timeline graphic organizer and the Fact and Opinion graphic organizer. (5 minutes/60 remaining)
 * Short discussion. Following the video clip, the teacher will ask students to consider the comments of one of the airmen on the Enola Gay, when he said that there was no resistance from below as the plane flew over. Questions from the teacher could include "Why do you think the plan met no resistance?" "How does this argue for or against the American claim that Hiroshima was a military base?" (5 minutes/55 remaining)
 * Class exploration of an online photo gallery from The Independent (<span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;"><span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[] ). The teacher will navigate the photo album with the overhead projector, asking students to keep their laptops closed to ensure the class is on the same page. (10 minutes/45 remaining)
 * <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">Discussion. A broader discussion will follow the photo gallery activity, with the question "How could this happen?" Students will be asked to consider evidence from their previous 3 lessons and from today's resources to extrapolate why/how American forces justified the atomic bomb as the right way to end the war. (15 minutes/30 remaining)
 * <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">Teacher presentation. The teacher will present information directly related to the atomic bomb and the US decision to use the weapon in WWII. See "Students will know" section above. (20 minutes/10 remaining).
 * <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">Explanation of upcoming project. The final 10 minutes of class will be a teacher explanation of the project students will be completing for this lesson. During this time, the rubric will be handed out as well. (10 minutes/done)
 * Group formation. Class will begin with the teacher telling students that they'll be taking part in a Round Robin Brainstorming cooperative learning activity. Students will be broken up into groups of 5 based on a counting off activity and once groups are formed, the teacher will ask everyone to take our their Graphic Organizers from the previous class. Each student will be given a worksheet with the following questions on it: "Why was the atomic bomb dropped on Japan?" "Was it the right decision to drop the A-bomb on Hiroshima?" "If you feel that it was, then was it the right decision to drop the second bomb three days later on Nagasaki?" All students should record answers on this sheet for their own future use, HOWEVER, the group must designate one member as the "recorder" (probably whomever feels they have the easiest-to-read penmanship) and their answer sheet will be the one reviewed by the teacher. (5 minutes/75 remaining)
 * Round Robin Brainstorming. As noted above, during the Round Robin activity, all students should be completing their worksheets. The Round Robin will last approximately 20 minutes, with students technically completing 3 Round Robins (1 for each question). The teacher will facilitate this by keeping track of time in 5 minute increments and directing students about when "think time" has ended and "sharing time" has begun, etc. (20 minutes/55 remaining)
 * Class sharing and teacher review. The teacher will choose one student as a discussion facilitator for this part of class, and this student will be responsible for calling on people, moving the class on from one question to the next, etc. Groups will share out their answers to the worksheet questions and classmates will comment on their answers and/or ask questions. During this class discussion, the teacher will be in the "floating" chair and will be moving among the groups quietly, in order to look over the group recorder's answer sheet to make sure the group was making important connections. In order to do this, the teacher will be using the Connections Checklist. (15 minutes/40 remaining)
 * Intro to next assignment. Following the checklist check-in and the class discussion, the teacher will introduce students to the next assignment in this lesson. This assignment will be for them to utilize the information from their graphic organizers, their question worksheets, class discussions, presentations, etc. and create a storyboard or web/outline of their iMovie documentary about the atomic bombings. The remaining class time will be spent working on this, with the goal of students having it complete before the end of class to pass in and be reviewed by the teacher before the next class meeting. (40 minutes/done)
 * Work day. The entire class period today will be work time for students to work on their documentaries. The teacher will be conferencing with students to check in on storyboards that had concerns or with students who have not yet passed in a storyboard. (80 minutes/done)
 * Presentations. Students will be presenting their finished products today. Any additional time will be spent on class discussion about this project before moving on to the next lesson. (80 minutes/done)

Student will understand that <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt; line-height: 14px;">the war in the Pacific had profound and lasting effects on the process and outcome of WWII as well as on US foreign policy -AND- <span style="font-family: Arial,sans-serif; line-height: 14px;">the Pacific theater had far reaching impacts on society in both Japan and the United States. **<span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; font-weight: normal;">Students should understand the human cost of war. The Maine Learning Result standard E1 ( **<span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">//**Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world)**// is adequately addressed by several aspects of this lesson. See above for lesson layout and process.
 * Where, Why, What, Hook Tailors:** Logical (analyzing reasoning behind the use of the atomic bomb), Visual (use of video and photography in the hook section), Interpersonal (group discussion during the hook section), Naturalist (discussion and photos about the devastation cause by the atom bombs).

In order to take a critical and analytical role in this lesson, students will need to have some background knowledge about the war in the Pacific during WWII. The majority of instruction during this lesson will be conducted as a presentation/guided discussion, with the teacher offering information about the strategies used in the Pacific, American, Japanese, and Soviet relations, etc. The teacher will ask students to take part by sharing their own opinions and insights into these topics. Student participation will be guided by voluntary additions as well as the teacher posing questions and calling on students for answers. Students will use Timeline and Fact & Opinion graphic organizers during this lesson as note-taking tools during presentations. The goal of this activity will be for students to analyze reasons why there are arguments in defense of and against the US use of the atomic bomb in WWII. "Checkpoints" along the way to check for students' progress and understanding will include group discussions, the Round Robin Brainstorming session, the teacher checklist conference, and students completing a movie storyboard/web/outline. Their final summative assessment will come in the form of a short (1-3 minutes) documentary about the dropping of the atomic bomb on Hiroshima and/or Nagasaki.
 * Equip, Explore, Rethink, Revise, Tailors:** Logical (analyzing reasoning behind the use of the atomic bomb; utilizing Timeline and Fact & Opinion graphic organizers to arrange thoughts and ideas), Interpersonal (group and class discussions),

<span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">Students will work in table groups of 5 students. Throughout the hook and the lesson, students will be asked to think critically and deeply about the use of the atomic bombs This in-depth consideration will be facilitated by background knowledge provided by the teacher and open ended questions posed during class to promote class-wide discussion. To ensure that every students takes part in high-order thinking, the teacher will accept voluntary answers but will also make a practice of calling on students. Additionally, the checklist portion of the lesson, where student groups confer with the teacher about their question worksheets will offer the teacher the opportunity to provide meaningful feedback and push students to higher order thinking. The table groups will have been randomly selected with a counting off activity facilitate the inclusion of diverse opinions in each group. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; line-height: normal;"> The checklist activity provides students with an excellent opportunity to revise and refine their storyboard product, and by extension, their final iMovie product. The goal of group work is that rethinking will be a constant aspect of the work since students will be sharing differing ideas among themselves. This goal will also be acheived by the teacher posing open-ended, discussion-generating questions.
 * Explore, Experience, Revise, Refine, Tailors:** Interpersonal (group work and discussions); Logical (analysis of the decision to drop the a-bomb; checklist portion of assignment); Intrapersonal (student group to teacher conferences and specific feedback during the checklist activity).

Students will self-assess before passing in their iMovie storyboard by using the same rubric that the teacher will, and will pass this rubric in along with their storyboard, web, or outline. Timely feedback will be provided by the teacher using the same rubric, which will be passed back the following class period. This lesson serves as a strong introduction to the following one, which is about American relations with the Soviet Union during WWII. The relationship between the two countries was tense at the war's close, and had a definite impact on the Cold War that followed.
 * Evaluate, Tailors:** Intrapersonal (self-assessment with rubric; feedback from teacher); Logical (use of rubric); Verbal (use of rubric and written feedback).

On August 6, 1945, the atomic bomb "Little Boy" was dropped over Hiroshima, Japan. It was an air-burst bomb, so it explodes about 1,500 meters over the ground (this is done for two reasons: to maximize the burst effect of the bomb and to minimize the radioactive fallout). The force of the bomb is so much that it pushes buildings out, away from the explosion, but the ensuing fire that engulfs Hiroshima is so massive and requires so much oxygen that there is a momentous rush of air sucking in to the bomb site, and this pushes the buildings back. Rivers boil. The bomb disintegrates human beings. If you are within 1/2 mile of the bomb site, you have no chance of survival. Three days later, on August 9, 1945, the atomic bomb "Fat Man" was dropped over Nagasaki, Japan. It was a larger bomb, and it was a plutonium bomb as opposed to Hiroshima's uranium bomb. The city of Nagasaki, however, is in a valley so the bomb remains more contained. There are between 150,000 and 300,000 deaths between the two cities. There is much disagreement about the numbers because radiation deaths continued for years, and it is difficult to count these. The Soviet Union had agreed to enter the Pacific theater 90 days after the close of European operations - this worked out to the Soviets entering the Pacific on August 8, 1945. In July, the Japanese were already putting out peace feelers and the Foreign Minister in Japan (Shigenori Togo) had said "Unconditional surrender is the only obstacle to peace..." The biggest sticking point to unconditional surrender was that the Japanese wanted to keep the Emperor, Hirohito, in place. The Emperor was considered a holy figure in Japan. Although the US would accept nothing less than unconditional surrender, after the Nagasaki bombing and Japan's surrender, Hirohito was allowed to stay. The night before the Hiroshima bombing, American B-29s dropped leaflets over 35 Japanese cities, warning of the bomb and recommending evacuation. Japanese officials ordered that any leaflets collected be turned over to the authorities and that anyone who read them not share the warning with others. Towards the end of the war, the Japanese military began to implement what was known as the "kill all" policy towards POWs. If an enemy began to retake territory, and that territory included POW camps, the Japanese camp officials had orders to kill all POWs in the camp rather than allow them to be recaptured by American or other enemy forces. This policy was implemented at Tinian, where the Japanese were holding 5,000 Korean POWs. As Americans made progress and turned their attention to Tinian, all 5,000 POWs were killed. There was talk that a blanket kill-all order had been issued by the Japanese military towards the end of the war. According to this information, the kill-all date for all remaining POWs was August 22, 1945. It is likely that the reason this kill-all order was not executed was because the atomic bombs were dropped.
 * Content Notes**

Timeline graphic organizer Fact and Opinion graphic organizer iMovie rubric "Why was the atomic bomb dropped on Japan?" "Was it the right decision to drop the A-bomb on Hiroshima?" "If you feel that it was, then was it the right decision to drop the second bomb three days later on Nagasaki?" handout. Connections checklist
 * Handouts**