Lesson Plan:

Class/Grade Level: 20th Century US History/11th Grade

Unit: World War II

Lesson Title: Atomic Bomb Packet and Philosophical Chairs (Debate)

Objectives for the Lesson: (Content, Skill and Affective)

Content:
- Students will learn about the history and development of the atomic bombs and the role
they played in the end of World War II
- Students will learn about the differing perspectives on the necessity of the atomic bombs
Skill:
- Students will practice making and justifying their claims on a controversial historical topic
- Students will practice debating their positions with their fellow classmates
- Students will practice using textual evidence to strengthen their positions
Affective:
- Students should feel some tension, not just from the debate format, but also because of the
weight of the issue
- Students should feel apart of the greater conservation on a historical issue that is still
discussed to this day

Standard(s):
Content Standards:
11.7 Students analyze America’s participation in World War II.
2. Explain U.S. and Allied wartime strategy, including the major battles of Midway,
Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
7. Discuss the decision to drop atomic bombs and the consequences of the decision
(Hiroshima and Nagasaki).

Common Core Standards:

Grade 11-12 Reading Standards:
6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the
authors’ claims, reasoning, and evidence.

Grade 11-12 Writing Standards:

1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization
that logically sequences the claim(s), counterclaims, reasons, and evidence.

Prerequisites:
- WW2 Timeline (specifically Hiroshima and Nagasaki section)
- Modern World History Unit on Atomic bombs

Required Materials and Resources:

- Atomic Bomb Packet (Readings and Questions)
- Binder paper for questions and answers
 - Writing Utensils
- Proper seating arrangement for debate

Key Concepts taught in lesson:

- Development of the atomic bombs
- “Pros” and “cons” of using bombs
- Role of Atomic Bombs in end of WW2 in Pacific

Anticipatory Set/ Opening Move/Hook Activity:

Day 1: Opening Move: End of WW2
- Ask students to take out timeline
- Tell them that, in a minute, I will call on students to answer the following questions: How
does the War end in Europe? How does the war end in the Pacific?
- Tell students to talk with their classmates, make sure they have answers to both questions in
case they get called
- After a minute or so, call on a student to answer the Europe question
- Hitler dies, Nazi regime collapses, Allies win
- Ask another student to answer question on Pacific
- Atomic bombs on Hiroshima and Nagasaki
- Transition into activity
Day 2: Debate Double Check
- Ask students to take out packet, specifically final question (stance, justification, evidence)
- Tell students to 1. Underline their stance 2. Circle their justification and 3. Draw a box
around their evidence
- Students free to talk with classmates to figure out what they need in case of confusion
- After a couple of minutes, transition into activity

Step-by-Step Lesson Procedure (BE DETAILED) :

Day 1:
1. Class welcome/logistics/etc (1-2 minutes)
a. Greetings
b. Announcements
2. Opening move (see above) (5-7 minutes)
3. Introduction of Atomic Bomb packet/Activity
a. Talk about usage of atomic bomb at the end of WW2
i. Hiroshima and Nagasaki
ii. Lasting impact today
iii. Personal impact (How I view the world, etc)
b. Talk about significance of atomic bomb on US Culture
i. Focus on ever-continuing debate on the usage of atomic bombs
c. Now, the students will be joining this debate
4. Pass out packets (1-2 minutes)
a. Double check to make sure everyone has a copy
5. Go over contents of the packet (take your time, be thorough) (3-5 minutes)
a. Pro/Con summaries
b. Background Section
c. Pro argument
d. Con argument
 e. Final questions
6. Introduce the debate (3-5 minutes)
a. Tell students about critical nature of final question in debate we will have next class
period
i. Necessary to participate in the rest of the lesson
ii. Other questions check for reading comprehension and help you build up to
the final question
b. Go over what it means to take a stance, and justify that stance using evidence
i. Sports example: “I think that the warriors are the best team in the NBA
(stance), because when they are healthy they have the best three point
shooters(evidence) in the league (justification)
ii. Students will 1. Take a stance on the issue, 2. Justify that stance,3. using
evidence.
c. Important: Tell students that they MUST TAKE A STANCE
i. Tendency for people to seek middle ground because of “logic” and it being
an easy choice
ii. Mention that if a student goes through the packet, and is genuinely
undecided, that is ok, just make sure to explain why you feel that why in your
answers.
7. Students work on readings and questions (40-45 minutes)
a. Students work individually to develop own thoughts and feelings on the issue at hand
b. Monitor students, check for questions and confusion
c. Students come up to me for review when ready
i. Particular focus on last question, but still checking others for accuracy as well
ii. “Dot” method used again for any mistakes
1. Place a dot where students are missing info or a have inaccurate info,
dot tells them something is wrong
8. Close class (2-3 minutes)
a. Remind students that debate will be next class
b. Remind students of importance of final question so they can participate in the debate

Day 2:
9. Class welcome/logistics/etc (1-2 minutes)
a. Greetings
b. Announcements
10. Opening move Day 2 (see above) (3-5 minutes)
11. Introduce debate (5-7 minutes)
a. Seating
i. Students move to respective side based on their stance
ii. People who feel that the bombs were not justified, will sit on this side (my
left) of the class, people who feel the opposite will sit on this side (my right)
iii. People who are uncertain will sit in the front.
iv. Tell students to move to their respective side, bring their stuff
b. Debate format
i. Once everyone is seated, introduce debate format
ii. Now that we are seated, we will go over how this debate will work
1. Someone on either side will start us off by simply reading their
response to the final question (stance and justification)
 2. Students from either side can respond
3. Teacher will help facilitate and add on as necessary, but will ideally
not talk as much
4. The goal for each side is to convince those who are uncertain or
those on the other side to join your side.
5. Students can move throughout the debate if they feel they have had a
change of opinion
6. Final emphasis on making references to the text to support your
positions.
12. Debate (40-45 minutes)
a. Quick recap/contextualization of Hiroshima and Nagasaki
i. Acknowledgement of pro and con perspective on the decision
b. Have student share out (either response on packet or something else that is related)
i. Re-summarize what they said
ii. Look to ask questions related to their response either side could add to
c. Go from student to student as hands get raised
i. If there aren’t volunteers, start using the cards and try to get things more free
flowing again
d. Keep conversation balanced!
13. End of Debate, closing thoughts from uncertain students
a. Give each side a chance for a final thought or statement
b. End debate, then turn to those with the “uncertain” stance
i. Are they still uncertain, what convinced you, who do you think made the
better argument, etc.
c. Make note of which side “converted” more students, but don’t make it a big deal
d. Congratulate class for their participation
14. Transition into next section of unit
a. Now that we have seen how the US got involved in and fought WW2 overseas, we
will take a look at how they did the same at home

Modifications (if needed) for students:

ELL:
- Allow for students to use translators (books, computer programs, phones, etc)
- Materials online allow for easier translation
504:
- Allow extra time on packet per request
- Materials online in case of sight issues
IEP:
- Extra time on packet activity
- Materials online

Mini-Assessment for Lesson:

- Questions in reading packet
- Discussion in Philosophical Chairs debate

Teacher Reflection:
- In future, potentially add way to make sure all students can participate more fully
- Maybe look to do similar activity for other topics