|
Sadako, Hiroshima and the
Atomic Bomb
AIM
What effects did the Atomic Bomb have on Japan and the world?
Instructional Objectives
Content Objectives - Students will acquire knowledge
on the events of WWII leading up to the dropping of the Atomic
Bomb on Hiroshima and Nagasaki. They will learn the impact
and damage of atomic weapons and the long-lasting effects
of atomic weapons. They will debate the arguments for and
against the United States using the Atomic Bomb.
Language Objectives - Read fiction and non-fiction
pieces related to WWII and the Atomic Bomb for information
and critical analysis. Organize information into an informational
essay. Acquire proficiency in using the internet for research
purposes.
Vocabulary Concepts
WWII vocabulary from non-fiction pieces and vocabulary extracted
from fiction readings. |
Created by Molly Staeheli
Location: Louis D. Brandeis High School
Grade: High School
Subject: ESL
Subject: Social Studies
About the teacher
Molly Staeheli is a 3rd year teacher of English as a second
language at Louis D. Brandeis High School in Manhattan. Originally
from St. Paul, MN, Molly moved to New York City in 2002 to
complete an MS Ed in TESOL from City College. From 1999-2001
she lived in Nagano, Japan as an English teacher. Her interest
working with international students began when she studied
abroad in college. Travels around the world and an undergraduate
major in psychology and communication lead her to make a career
out of international relationships. In 1999 she completed
an MA degree in International Mass Communication and International
Education from the University of Minnesota. Whether as a teacher,
administrator, student or volunteer in the US or abroad, international
education will be an aspect of her career.
Do you have questions about this lesson? E-mail
Molly |
Procedures and Activities
The unit will last 3+ weeks and cover 3 phases related to the chronology
of WWII.
Phase 1: What events of WWII lead up to the use of the Atomic
Bomb?
The first week will be spent learning Internet research techniques
and note-taking for research purposes. The second week will be spent
on laying out the steps of writing and organizing an informational
essay - Outlining, paragraph writing with topic sentences and supporting
details, drafting and editing.
www.42explore2.com/worldwar2.htm
www.epals.com
www.milton.k12.vt.us/webquests/RMurphy/bombs_away.htm
www.pbs.org/frontlineworld/stories
Phase 2 - What is an Atomic Bomb and what damage can it cause?
2 lessons will be spent with the class looking specifically at Atomic
energy used as weapons and the immediate damage it can cause. 1+
lesson will be spent on the fictional story, "Hiroshima No Pika"
by Toshi Maruki. It will be read as a read-aloud with students using
the fictional account of August 6th and 9th, 1945 from the point
of view of a child survivor. The story also introduces students
to the long-term effects of Atomic weapons regarding radiation sickness.
Letter writing techniques will be taught in conjunction with the
piece of literature.
Phase 3 - What are the long-term effects of atomic weapons?
Students will read chapters of the book, "Sadako and the Thousand
Paper Cranes," by Eleanor Coerr, a biographical account of a young
girl in Hiroshima that acquired radiation sickness years after the
bombs were dropped. Activities will require journal writing where
students make text-to self and text-to-text connections with the
reading.
From the beginning of Phase 1, students will be introduced to Japanese
students learning English in Hiroshima through the use of EPALS,
an online pen-pal site that connects students internationally. This
will be a place for students to discuss what they are learning with
a peer that may have a different perspective of the events being
studied.
Homework and Follow Up Activities
Each step in phase 1 essay writing will require students to return
the next day with completed work relating to the technique learned.
Letter writing and EPALS communication will also be derived from
class work.
Evaluation
Students will be evaluated formally throughout the unit with weekly
quizzes on vocabulary and basic content questions. Evaluation will
also be based on a final informational essay and its process. The
rubric will include an evaluation of each student's proficiency
in the following essay writing techniques: Note-taking, outlining,
paragraph writing with topic sentences and supporting details and
editing. Non-formal evaluation will happen in journals and pen-pal
writing. The content of their dialogue with the EPAL will also be
evaluated through required questions to be asked in their email
messaging regarding the Atomic Bomb and the Japanese students' perspective
on the event.
Standards
Language Arts - Reading and Writing
1. Uses grammatical and mechanical conventions in written compositions
2. Gathers and uses information for research purposes
3. Uses the general skills and strategies of the reading process
4. Uses reading skills and strategies to understand and interpret
a variety of literary texts
5. Uses reading skills and strategies to understand and interpret
a variety of informational texts
Technology
1. Uses strategies to compile information into written reports or
summaries (e.g., incorporates notes into a finished product; includes
simple facts, details, explanations, and examples; draws conclusions
from relationships and patterns that emerge from data from different
sources; uses appropriate visual aids and media)
2. Uses technology to compose work
3. Uses technology to publish work
Students
This unit was written for low-intermediate high school English language
learners. The technology proficiency of these students ranges from
well developed to students who have never even used a mouse before.
This may also be appropriate for middle school students in ESL programs.
|
