Brianna Cartwright
EDEL 420; February 6, 2008
Inquiry Lesson Plan
The Atomic Bombing of Hiroshima, Japan
Why did the United States choose to use atomic bombs to attack Japan?
Background:
This is an inquiry lesson plan focusing on the atomic bombing of 1945 of Hiroshima, Japan. This is the second lesson on World War II, the first lesson focused primarily on the Holocaust. The lesson following, the atomic bombing of Hiroshima, Japan, will focus mainly on the presidents and leaders during the World War II era. This lesson will allow students to acquire an insight on the main reason President Truman decided to use the atomic bomb. They will be introduced to the effect the bomb had on Hiroshima, JapanÕs land as well as the life long effects on its people. Obtaining knowledge from both a Japanese point of view and an American point of view, on the atomic bomb, will further the studentsÕ future knowledge on the ending of World War II. Reading different articles published by different authors will allow students to recognize author bias and help students create their own opinion on the use of the atomic bomb on Hiroshima. I would like the students to walk away with a better understanding of the atomic bomb, the long lasting effects of the atomic bomb, and the final reasoning for the dropping of the bomb.
Objectives
Essential Academic Learning Requirements
History Benchmark-1 grade 5:
2.1.1 Explain how an idea has affected the way people live
2.2.1 Describe instances in which new technology has led to changes in values, beliefs, and attitudes
Reading/ The student understands the meaning of what is read
2.1 Demonstrate evidence of reading comprehension
2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literacy and informational text
Reading/ The student reads different materials for a variety of purposes
3.1 Read to learn new information
Communication
1.2 Understands, analyzes, synthesizes, or evaluates information from a variety of sources
Technology
(Nets Standards)
1.Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Explanation: Students will need to do their own research using the web. They are to find new information on the Atomic bomb and share with the class through their news report video.
3.Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
Explanation: Students will use a Video Camera to tape their news report. They will be grouped into threeÕs and share with the class their video as a part of the assessment.
5.Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Explanation: Students will understand the different views of the atomic bomb and some different aspects of WWII through a variety of websites and extensive research.
Objectives:
Higher-Order Thinking Outcomes
Curriculum Integration
This lesson ties into geography as well. The students will be presented with a map during the hook of the lesson. The map will indicate where Hiroshima is located in Japan. The class will also study a second map that locates Japan on a map of the world. This will allow students to identify the location of Japan compared to the United States and by viewing the first map is able to locate where the bomb was dropped on Japan. The students will be able to use this knowledge in the future when dealing with geography. They will no be able to locate Japan as well as Hiroshima. This lesson also integrates technology. Technology is integrated twice through out the lesson. The first time it is used is when the students are to review the youtube video as a part of the engagement. As an assessment piece the students will also need to pair up and make a news report, using a video camera to share with the class. The news report will help me as a teacher understand the studentÕs beliefs towards the bombing of Hiroshima, Japan and the knowledge they have gained through their own web research.
Logistics and Resources
This lesson will be presented in a timely manner. During our social studies elected time in class is when will begin this lesson. The lesson plan will take an hour and fifteen minutes of class. The class will be arranged in a U shape, allowing all students to interact with one another. By creating the U shape you also allow the students to sit by one another to discuss and analyze there hypothesis. The teacher will be presenting her information in the middle of the U, where a projector and whiteboard will be located as well. Materials needed to conduct the lesson plan include, a projector, where all articles will be placed for the children to read along, a white board, this will allow the teacher to place anyoneÕs original hypothesis along with there altered thoughts and revisions on the board so everyone can see, white board markers, a computer, to play the video of Hiroshima on, speakers, allowing students to listen to the video, 23 handouts of both maps, to pass around to students so they can locate Hiroshima along with Japan with the teacher, and two poster boards, hung on both sides of the white board, displaying the before and after pictures of Hiroshima, Japan. The students will also need a piece of paper and writing utensil to revise their hypothesis, create a thesis, and write down any comments or questions they may have.
Engagement
The teacher will begin by reading the paragraph highlighted on the article ÒAtomic Bombings of Hiroshima and Nagasaki.Ó These three paragraphs will introduce the basics of the atomic bombing, reciting simple information such as the date, the total deaths, and the ending of the war. This will give students who havenÕt yet heard of the atomic bombing on Japan some basic background knowledge. The teacher will then pass out both maps (one of Hiroshima located on Japan and one of Japan located on the world map). The teacher will explain these locations while having the students mark them with her. The teacher will then proceed to show the before and after pictures of Hiroshima, located on the board. Students will then be able to recognize the effects the bomb had on the land. Last the teacher will go on to play the video (http://www.youtube.com/watch?v=9odsuIcUk5w). This will present a great visual for students to grasp about the ending of the war and the effects of the bomb. After watching the video the students will be presented with the learning objectives of the lesson. Provided below is an ideal script:
ÒThe atomic bombing of Hiroshima and Nagasaki were nuclear attacks during World War II ÉÓ (the article) ÒHow many of you know where Japan is located on the map?Ó Anyone who may can proceed to the front of the room and point it out on the map. ÒWell for those of you who are unfamiliar with Japan here are two maps, both show the country. Now lets all take our pencils and follow me, located here is Hiroshima, this is where the atomic bomb was dropped, and lets all put an X on this spot. The second map you were given is a map of the world, located here (pointing to Japan) is Japan how about we put an X there as well. Okay now with your pencils draw a line from the United States to Japan.Ó By drawing the line students will be able to create some sort of distance from the two countries. ÒThe first X we marked looked like this at one point (showing the before picture) and after the United States attacked Hiroshima it instead looked like this (showing the after picture) How many of you have heard of D- Day? This is the reason it is marked on our calendars. Do any of you know what an atomic bomb does? Well lets take a look at this video, it may give some of us a better understanding of what happened on August 6, 1945Ó The teacher will then show the video of the bombing of Hiroshima.
After this the teacher will ask the students to write down on their sheet of paper a hypothesis for the inquiry question, ÒWhy did the United States choose to use the atomic bombs to attack Japan?Ó After 5 minutes of writing the teacher will ask for volunteers to share their hypothesis and proceed by writing them on the board.
Hypothesis Development
To be able to elicit the students hypotheses and able them to answer the inquiry question, the teacher will read a segment from one article describing the basics of the Atomic bombing on Japan. This paragraph gives the students basic knowledge of the bomb (date, location, total deaths). They teacher will also provide them with a map to endure understanding of the location, a before and after picture to emphasis the effect of the bomb, and a video that allows a more visual screening of the event. After these have all been discussed the students will be asked to create their initial hypothesis to the inquiry question. They will inscribe their hypothesis individually on their sheet of paper. Then as a class we will take those volunteers who would like to share their hypothesis and place it on the white board. This allows all eyes to see the different hypotheses. The teacher will then transition into the data sets by reciting, Ò Those are all wonderful hypothesis but lets see what else we can find to add to our thoughts in these five articles coming from both a Japanese outlook as well as an American.Ó After each article has been read the students will have time to reconstruct or add to their hypothesis individually. After each student has revised their hypothesis we will then have a 10 minute discussion about any changes and why and then move smoothly into the next article by stating, Ò Those are fantastic additions so lets see what else we can find!Ó After all the data sets have been read and each student has had time to revise their hypothesis at least 5 times they will develop a thesis statement answering the inquiry question.
The first data set is from theenolagay.com and discuses the decision to drop the bomb. This article discusses some reasons Harry Truman dropped the atomic bomb along with some insight to the alternative, which could have been an invasion by feet. This article is important because it sides with President Truman and gives students some knowledge to as why he decided to use the atomic bomb. This data set will be presented on the overhead projector.
After being presented with the first data set the students will be allotted approximately five minutes to revise their hypothesis based on the first data set. The teacher will then take volunteers to write the newly written and altered hypotheses on the white board. While the students are re-thinking their initial hypothesis the teacher should be asking questions such as, Ò was there any new knowledge gained from this article? If so what?Ó Ò Is there anything in this article that doesnÕt relate to our inquiry question?Ó
The second data set was written be David Dinkins in 2002. The students will only be reading one paragraph from the four-page article. This paragraph explains some reasons for Truman using the bomb, how the atomic bombs in a way saved American lives, and also discuss the alternative for using the A-bomb. The data set is important because it sides with Harry Truman. This article will be presented on the overhead projector.
After being presented with the second data set the students will be allotted approximately five minutes to revise their hypothesis based on the last data set. The teacher will then take volunteers to write the newly written and altered hypotheses on the white board. While the students are re -thinking their initial hypothesis the teacher should be asking questions such as, Ò was there any new knowledge gained from this article? If so what?Ó Ò Is there anything in this article that doesnÕt relate to our inquiry question?Ó
The third data set is from President TrumanÕs Diary. The diary entry was written on July 25, 1945. This article explains heÕs finding of Ò the most terrible bomb in history.Ó He explains his main targets, and how he plans to give the Japanese a warning statement. This data set is important because it gives the students a more personal connection with Harry Truman while still obtaining information on the Atomic bomb. This will be presented on the overhead projector.
After being presented with the third data set the students will be allotted approximately five minutes to revise their hypothesis based on the last data set. The teacher will then take volunteers to write the newly written and altered hypotheses on the white board. While the students are re thinking there initial hypothesis the teacher should be asking questions such as, Ò was there any knowledge gained from this article? If so what?Ó Ò Is there anything in this article that doesnÕt relate to our inquiry question?Ó
The fourth data set is from the Seattle Times newspaper. It explains why the atomic bombing on Japan was not needed; or unjustified. It lists seven different reasons that are very important for students to acknowledge. This is important for the students to read because it gives them an insight on the Japanese outlook of the atomic bomb. This will be presented on the overhead projector.
After being presented with the fourth data set the students will be allotted approximately five minutes to revise their hypothesis based on the last data set. The teacher will then take volunteers to write the newly written and altered hypotheses on the white board. While the students are re thinking there initial hypothesis the teacher should be asking questions such as, Ò was there any knowledge gained from this article? If so what?Ó Ò Is there anything in this article that doesnÕt relate to our inquiry question?Ó
The fifth data set was from The Journal of Historical Review. This article is titled Ò A Beaten CountryÓ and explains what Japan was going through before the atomic bomb hit and how Japan was so defeated that they could not fight back even before the bomb. This article sides with Japan and is important for the students to read. This will be presented on the overhead projector.
After being presented with the fifth data set the students will be allotted approximately five minutes to revise their hypothesis based on the last data set. The teacher will then take volunteers to write the newly written and altered hypotheses on the white board. While the students are re thinking there initial hypothesis the teacher should be asking questions such as, Ò was there any knowledge gained from this article? If so what?Ó Ò Is there anything in this article that doesnÕt relate to our inquiry question?Ó
After students have read and analyzed all five data sets they will then create their thesis to answer the inquiry question given in the beginning. They will begin this process as individuals and then after 5 minutes and the teacher gives the okay, they will turn to the person sitting to the right of them and share their thesis. The two students will then decide on a thesis they liked best and place it on the white board. To sum up the lesson the teacher will have each partner group share with the class their concluding thesis and why they chose it. After every partner group has share the teacher should begin to ask questions such as, Ò what is something you will take with you from these articles?Ó Ò Did any of you change your mind completely on the atomic bomb? If so why?Ó Ò What are your thoughts on this issue?Ó Ò Was there anyone one authors article that made you change your mind more than the others?Ó After this discussion the students will be given 10 minutes to write as much as they can on their new opinions, thoughts, and knowledge of the atomic bombing on Japan.
After students have created a thesis and chosen the best written one with their partner they will then have to explain to the class why they chose this thesis. This will show that they have demonstrated the objective number two. They will then present to the class their news report video. Students will be sorted into groups of three. Each student is to act like the reporter and as the atomic bomb expert. By making a video student are being introduced to technology and have to produce their own information and convince the class of their newly founded beliefs.
There are many differences and a variety of abilities in the classroom setting. To fulfill all the studentÕs needs the teacher must accommodate for the children with learning disabilities. The classroom is set up in a U shape for everyone to be involved, no one is left out in a corner or to far away fro the board to see. They also have students sitting next to them who they can ask questions or discuss confusion with. The teacher will provide time for any students who need help with the lesson after school for an hour, that way the activity bus will still be able to compensate for their transportation home. The teacher will also tape record the lesson for any students who need to review it. For the students with bad eyesight the teacher will make copies of all five articles for them to read along so they donÕt have to read the overhead projector. If there is anything else the teacher can do to accommodate for a better learning environment she has invited students to talk to her about it.
Data Set One:
http://www.theenolagay.com/study.html#THE%20DECISION%20TO%20DROP%20THE%20BOMB
ÒThat was not any decision you had to worry about." President Harry S. Truman"
While Americans and Japanese alike expected the war to end only after a bloody invasion of Japan, the U. S. government was readying a secret weapon that would dramatically affect the war's outcome-. the atomic bomb. In the spring and summer of 1945, American leaders had to decide whether to use this new weapon against Japanese cities. According to British Prime Minister Winston Churchill, however, "the decision whether or not to use the atomic bomb ... was never even an issue." Upon becoming President in April 1945, Harry Truman inherited an expensive bomb project that had always aimed at producing a military weapon. Truman saw the bomb as a way to end the war and save lives by avoiding a costly invasion of Japan. He wanted, he said, to prevent casualties on the scale of "an Okinawa from one end of Japan to the other."
Data Set 2:
http://oror.essortment.com/presidenttruman_rywp.htm
ÒThe only way anyone can judge TrumanÕs motives in dropping the atomic bomb is by analyzing the result of his decision. No one can know, even by reading his personal diary, the exact reasons he had for using the bomb. It was likely a combination of many: punishment, justification of cost, saving lives, and ending the war as quickly as possible. However, it is evident that in the Ògrand scheme of thingsÓ the use of the atomic bomb saved lives. About 105,000 Japanese lost their lives in Hiroshima and Nagasaki. While this is a high number, the number who died in the American bombing raids on the six largest Japanese cities is far greater, about 250,000. Consequently, such a large number of deaths is by no means unprecedented. An invasion of Japan would possibly have cost between 250,000 and three million Japanese and American lives and ended the war four months later, at the very earliest. It may be concluded that no more people died in the atomic bombings than would have in an invasion of Kyushu, and that said bombings did have the effect of ending the war more quickly. TrumanÕs motives, therefore, cannot be called into question in light of the results of his decision. At least in this case, the end
Justifies the means.Ó
Data Set 3;
Truman quoted in Robert H. Ferrell, Off the Record: The Private Papers of Harry S. Truman (New York: Harper and Row, 1980) pp. 55-56. Truman's writings are in the public domain
ÒWe have discovered the most terrible bomb in the history of the world. It may be the fire destruction prophesied in the Euphrates Valley Era, after Noah and his fabulous Ark. Anyway we "think" we have found the way to cause a disintegration of the atom. An experiment in the New Mexico desert was startling - to put it mildly. Thirteen pounds of the explosive caused the complete disintegration of a steel tower 60 feet high, created a crater 6 feet deep and 1,200 feet in diameter, knocked over a steel tower 1/2 mile away and knocked men down 10,000 yards away. The explosion was visible for more than 200 miles and audible for 40 miles and more. This weapon is to be used against Japan between now and August 10th. I have told the Sec. of War, Mr. Stimson, to use it so that military objectives and soldiers and sailors are the target and not women and children. Even if the Japs are savages, ruthless, merciless and fanatic, we as the leader of the world for the common welfare cannot drop that terrible bomb on the old capital or the new. He and I are in accord. The target will be a purely military one and we will issue a warning statement asking the Japs to surrender and save lives. I'm sure they will not do that, but we will have given them the chance. It is certainly a good thing for the world that Hitler's crowd or Stalin's did not discover this atomic bomb. It seems to be the most terrible thing ever discovered, but it can be made the most useful...Ó
Data Set 4:
http://seattletimes.nwsource.com/special/trinity/supplement/procon.html
Why the bomb was not needed, or unjustified:
Japan was ready to call it quits anyway. More than 60 of its cities had been destroyed by conventional bombing, the home islands were being blockaded by the American Navy, and the Soviet Union entered the war by attacking Japanese troops in Manchuria. American refusal to modify its "unconditional surrender" demand to allow the Japanese to keep their emperor needlessly prolonged Japan's resistance.
A demonstration explosion over Tokyo harbor would have convinced Japan's leaders to quit without killing many people.
Even if Hiroshima was necessary, the U.S. did not give enough time for word to filter out of its devastation before bombing Nagasaki.
The bomb was used partly to justify the $2 billion spent on its development.
The two cities were of limited military value. Civilians outnumbered troops in Hiroshima five or six to one.
Japanese lives were sacrificed simply for power politics between the U.S. and the Soviet Union.
Conventional firebombing would have caused as much significant damage without making the U.S. the first nation to use nuclear weapons.
Data Set 5:
http://www.ihr.org/jhr/v16/v16n3p-4_Weber.html