Lesson 1: An Introduction to the Atomic Bombing on Hiroshima Lesson Outcomes/Objectives: Students will begin a portfolio for a unit of study on the bombing of Hiroshima. Students will become familiar with vocabulary words that will be used in a text to be read later on in the unit. Additionally, students will add to their prior knowledge of the events of World War II, the bombing of Hiroshima, and the effects of both events. Students will increase their prior knowledge of the events in order to successfully have access to more complex non­fiction texts presented later. Standards:

CCSS.ELA­Literacy.RH.6­8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA­Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.

Summary: Students will be introduced to key terminology needed in order to further develop their understanding of the atomic bombing on Hiroshima. They will be given an opportunity to study unfamiliar terms related to this event. Additionally, they will watch a brief video describing the events and asked to reflect on their new knowledge of the event. Timeline: The timeline is embedded within the lesson procedure. Lessons are planned in 60 minute (1 class period) intervals. Lesson Materials:

Vocabulary Knowledge Rating Chart Worksheet SMART Board to display visuals KWL Chart Worksheet YouTube Video: https://www.youtube.com/watch?v=t19kvUiHvAE

Lesson Procedures: 1. Inform students that we will begin a unit of study on the bombing of Hiroshima while evaluating and reflecting on our attitudes of the event and its implications in the modern society.

a. “We will begin a portfolio to keep track of all of the work we complete in our global studies of the bombing of Hiroshima and its effects in modern society. All of the assignments you produce will be stored in your portfolios.” (1 minute) 2. Pass out the graphic organizer, Vocabulary Knowledge Rating Chart (1 minute) 3. Write the following list of vocabulary terms on the board: atom bomb, debris, invasion, civilian, maidens, radiation, Hiroshima, Manhattan Project, origami, nuclear weapon (2 minutes) 4. Ask the students to rate each of the vocabulary words using the ratings given on the worksheet (know well, kind of know, don’t know). (5 minutes) 5. Take a quick survey/informal assessment on how many students knew each word. Ask,

“With a show of hands, how many students knew the word “atom bomb?” Repeat this questioning for each of the vocabulary terms. (2 minutes) 6. Review and teach the vocabulary list by using a SMART Board lesson to pair visuals/videos with the vocabulary terms. Students will fill in their definitions to the vocabulary as the teacher goes reviews each term and its meaning. (15 minutes) 7. Watch a video discussing the atomic bombing of Hiroshima: https://www.youtube.com/watch?v=t19kvUiHvAE. (5 minutes) 8. As students are watching the video, have them jot down what vocabulary words from the class list they hear mentioned in the video. After the video, have a quick report out of some of the words they saw/heard and how it pertained to the video. (5­10 minutes) 9. Students will each be given a KWL chart to record their new insight they’ve gained from the video. Afterward, we will complete a KWL activity as a class. (5 minutes) 10. Have 3 large pieces of paper; post each paper in a different area of the room. On one piece of paper will be written “What I Want to Know.” Another will read “What I Know.” The last will read “What I Learned.” Have students travel to each of the posters recording their new insights from the introduction to Hiroshima vocabulary and video. (10 minutes) 11. Have a report out of some of the insights that were added to the graphic organizer. (5 minutes) Differentiation: Students with disabilities (SWD) (i.e. Deaf and hard of hearing) will:

Be pre­taught the vocabulary by the teacher of the deaf or EC teacher Be given the option to pick 5 of the vocabulary words to define on their own while the

teacher provides them with the definition of the remaining 5 words to add to their Vocabulary Knowledge Rating Chart. This is done to facilitate independent practice for the SWD being that the processing speed of the SWD is not adequate enough to dictate 10 vocabulary terms with independence.

The student will have an interpreter/language facilitator to ensure comprehension of all Spoken language used throughout the lesson.

Videos will have closed captioning. If captioning is unavailable, interpreter/language facilitator will facilitate language for the student in accessing the video before, during, and after viewing. The teacher of the deaf may choose to show a different video with captions prior to watching the one in class and discussing the concepts in the video with the student.

Formative Assessment: The Vocabulary Rating Scale and individual KWL charts will be collected as a participation grade and added to student portfolios. In addition, the class KWL chart will be used and reflected upon to revisit what new knowledge students acquired from the lesson and what other sub­categories will need to be focused on or revisited in upcoming lessons. Summative Assessment: There will be no summative assessment for this portion of the unit. Students will be introduced to the topic; therefore, will not have enough knowledge to be assessed on the overarching concept of The Attacks on Hiroshima.

Attachments: Vocabulary Knowledge Rating Chart Directions: Write the vocabulary words in the first column. Next put a check mark in the column that indicates how well you know this particular word. Last, use a textbook, dictionary, or online reference to define the term. Put the definition in your own words. Words that you “sort of know” or “don’t know” should be given more attention. (Add boxes as needed)

Word Know Well Sort of Know Don't know Definition

Name_______________________________ Date____________________

Read each column in the chart and fill in the appropriate information. After you have

completed all columns, write the student reflection assignment outlined at the bottom of this page.

K In this column you will list things that you already

know about Japan and US relations during WWII

W List at least 3­5 things that you want to know. This can include incident before, during, or after the bomb

was dropped.

L After you have finished researching the links, list the things that you learned. (Were all of the questions in the “what I want to

learn” column answered)?

Lesson 2: A Study of Nuclear Weapons: What They Are and Who They Affect Lesson Outcomes/Objectives: Students will answer the question: What is a nuclear weapon? Additionally, they will research and learn why nuclear weapons are used, who has possession of these weapons, and the immediate and lasting implications when using nuclear weapons. Standards:

CCSS.ELA­Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.

CCSS.ELA­Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA­Literacy.RH.6­8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

Summary: In this lesson, students will be given the opportunity to do their own research on nuclear weapons. Using the Internet, non­fiction texts, newspaper articles, and magazine articles, students will work in partners to cover and report on 5 areas: a) a drawing/picture of the type of nuclear weapon/when/how/and who created it, b) a country that uses this type of nuclear weapon, c) in what event this particular country uses/used a nuclear weapon, d) provide details on the impact this nuclear weapon had when in use, e) a personal statement if in agreement/disagreement with the country studied and their role in using nuclear weapons, and f) a question that you still have about this nuclear weapon and its effects. Timeline: The timeline is embedded within the lesson procedure. Lessons are planned in 60 minute (1 class period) intervals. Lesson Materials:

Access to the school library Non­fiction, informational texts on nuclear weaponry and countries Computer lab with Internet access Nuclear Weapon Investigation and Inquiry Worksheet Pencils

Lesson Procedures: 1. Let students know that this class period will be a research period with the following prompts. (5 minutes)

a. “Each student will have a partner to work with. With your partner you will go to one of our designated research locations to find more information on the topic I will provide you.”

b. “I will provide each of you the name of a specific type of nuclear weapon used today. Your job will be to research the details and implications of the weapon using the

worksheet I will later pass out. (Pass out worksheet). You will find: a) a drawing/picture of the type of nuclear weapon/when/how/and who created it, b) a country that uses this type of nuclear weapon, c) in what event this particular country uses/used a nuclear weapon, d) provide details on the impact this nuclear weapon had when in use, e) a personal statement if in agreement/disagreement with the country studied and their role in using nuclear weapons, and f) a question that you still have about this nuclear weapon and its effects.”

c. “The school library, the classroom, and computer lab will be our designated research locations. You will be allotted 15 minutes in both the library and computer lab to answer your 6 questions. In the library, you may use encyclopedias, dictionaries, and other texts to help you. The resources on the front table are those which you should be using. To make sure you spend your time wisely in the computer lab, I have listed the 5 websites that you may visit to help you in your investigation. The class will resume and finish researching here in the classroom. I have one computer and several articles in the corner to assist you with searching here in the classroom. I recommend focusing on questions 1­2 in the library, 3­4 in the computer lab, and 5­6 here in the classroom. As you and your partner develop your response to question five, be sure to cite what research helped you formulate your response. Use your time wisely as you will be handing in your worksheets at the end of the class period. There will be a teacher in each research location to assist you with your research.”

2. Divide the students into pairs and give each pair the nuclear weapon they will be researching (atom bomb, hydrogen bomb, ballistic missiles, land­based missiles, cruise missiles, artillery shells, nuclear torpedoes, neutron bombs). 3. Assign each pair of students to go to a specified research location (i.e. their desks, library, and computer lab) on a rotation basis. Half of the class will go into the computer lab and half will go into the library where they will spend 20 minutes in each setting. Students may return to the classroom as they finish up the research. (a total of 40 minutes) 4. Students will be given a short period of time to go over their final comments on their worksheet and final pieces of research in the classroom. (5 minutes) 5. Have an informal report out about the research that has been gathered regarding their nuclear weapon. (10 minutes) 6. For homework, the students will be asked to post a paragraph response to Wallwisher in regards to their feelings toward the usage of nuclear weaponry. Differentiation:

The student will have an interpreter/language facilitator to ensure comprehension of all Spoken language used throughout the lesson.

The SWD will preview the class assignment with the teacher of the deaf or EC teacher. The teacher of the deaf and regular education teacher will collaborate to modify the assignment for the SWD’s potential and needs.

Formative Assessment: Students will turn in their worksheets at the end of the period for a participation and effort

grade. Summative Assessment: Students will be required to post a paragraph response on Wallwisher demonstrating and applying the information they have learned. They will be posed the question: “Based on the research you and your partner conducted today, how do you feel about nuclear weapons used in combat in today’s society?” (Students without computer access will be permitted to write their response on paper and hand it in for a grade). Attachments:

Nuclear Weapon Investigation and Inquiry 1) Provide a drawing/picture of the type of nuclear weapon and then answer the following questions. a. When was it created? ___________________________________________ b. How is it made? _________________________________________________ c. Who created it? ___________________________________________________ 2) Identify and discuss a country that uses this type of nuclear weapon. 3) In what event did this particular country use/will use the nuclear weapon? 4) Provide details on the impact this nuclear weapon had/will have when in use. 5) Write a personal statement if in agreement/disagreement with the country studied and their role in using nuclear weapons. Do you think they should continue using nuclear weaponry? If yes, why? If not, what other alternatives could they use? Be sure to cite research that you have found supporting your stance. (At least 5 sentences) 6) What is a question that you still have about this nuclear weapon and its effects?

Reference Page

On this page, please be sure to list the references used. This will help when you answering question five. Wallwisher Summative Homework Assignment: http://padlet.com/wall/u13btm7nwg

Lesson 3: A Reading Study of “Hiroshima” Lesson Outcomes/Objectives: Students will gain an understanding of the aftermath of the bombing on Hiroshima. They will read and analyze an eye­witness account regarding the tragic event. Students will develop and formulate their own perspectives regarding the attack on Hiroshima. Standards:

CCSS.ELA­Literacy.RH.6­8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA­Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.

Summary: Students will read Hiroshima and be asked to evaluate their attitudes toward the bombing on Hiroshima based on the novella they have read. They will write down their initial attitudes before reading the novella and their final reflections after reading. As they read through the novella they will complete Cornell notes highlighting key points and details. They will report out to the class the insights they gained on the event based on the reading. Timeline: The timeline is embedded within the lesson procedure. Lessons are planned in 60 minute (1 class period) intervals. Lesson Materials:

Cornell notes Paper Pencil Copies of the novella “Hiroshima”

Lesson Procedures: 1) The teacher will provide some background knowledge to the class and pose an open­ended question in which the students will write their responses on paper.

a. “We will read a story about a young girl who lived through the bombing on Hiroshima. We’ve discussed the events on Hiroshima and studied nuclear weapons the past few days. We’ve learned that the United States retaliated against Japan for destroying Pearl Harbor by bombing Hiroshima. Reflecting on all that you have learned, the artifacts in your portfolio, and looking only at the cover of this book, you will have five minutes to write your feelings as to if the United States should or should not have bombed

Hiroshima.” (5 minutes) 2) The teacher will use flex grouping to divide the students into the appropriate reading groups based on reading ability.

a. Students with higher reading ability will be required to read independently while completing a Cornell notes worksheet. b. Students with lower reading ability will read with an EC teacher to support their comprehension and take Cornell notes on a modified worksheet. (40 minutes)

3) After students have completed reading, they will add to their written responses about their feelings toward the bombing on Hiroshima and if they continue to agree with their initial responses after the reading or if their attitudes have changed. (5 minutes) 4) Students will go around the room and have a share out of their feelings to the bombings of Hiroshima while providing support of their feelings with the book. (10 minutes) 5) Homework Assignment: Find current news articles containing at least 2­3 of these key words: North Korea, nuclear weapons, Kim Jong­un, threat, United States. Read the news articles and then create 2­3 questions that you can bring to the culminating activity for this unit. One question may be directly about the article, but the others should be connections that you make to the broader issue of nuclear weapons and how they impact our global society. Print this article and place it in your portfolio along with your questions. Possible websites for current event research (homework assigned 2­3 days prior to seminar): www.cnn.com www.nytimes.com www.wral.com www.usatoday.com www.washingtonpost.com Students who have been taught how to identify reliable websites may have the option of selecting their own sources as well. Differentiation:

The student will have an interpreter/language facilitator to ensure comprehension of all Spoken language used throughout the lesson.

The teacher of the deaf will facilitate reading comprehension for the lower reading ability group. She will modify the Cornell notes in a fill in the blank format.

The deaf and hard of hearing student will read only one text and will preview and answer the questions with the teacher of the deaf.

Formative Assessment: Students will hand in their Cornell notes and their written responses for a participation grade and to include in their portfolio. Summative Assessment: There will be no summative assessment after completion of lesson three. The summative assessment will be applied at the end of the unit.

Attachments: http://freeology.com/wp­content/files/cornellnotetaker2.pdf

Lesson 4: Analyzing Informational Text: Fact or Opinion? Lesson Outcomes/Objectives: Students will use reading strategies to analyze informational text (an American news article written the day after the bombing of Hiroshima) to determine its purpose. Although informational text in newspapers should technically be written objectively, students will consider whether or not this article is biased. A checklist will be provided to help students analyze the material. Items to consider when examining for biases are: propaganda techniques, sources cited, claims presented without relevant and/or sufficient evidence, connotative words/phrases, and the inclusion or exclusion of multiple perspectives. They will use the evidence they collect to support whether or not it’s strictly factual, somewhat biased, or heavily persuasive. Standards:

CCSS.ELA­Literacy RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

CCSS.ELA­Literacy RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

CCSS.ELA­Literacy 7.H.1.3 Use primary and secondary sources to interpret various historical perspectives

Summary: In lesson 3, students wrote about their perspectives on the bombing of Hiroshima both before and after reading the novella. In this unit, students will read an American newspaper article to analyze how the events of August 6th, 1945 were portrayed. This activity will ask students identify the purpose(s), look for bias, and then draw a conclusion as to whether or not the article is biased. Last they will be asked to consider how the information would have been presented differently if the source was a Japanese newspaper rather than an American one. Timeline:

The timeline is embedded within the lesson procedure. Lessons are planned in 60 minute (1 class period) intervals however, I anticipate that this lesson will have to be completed for homework. Lesson Materials:

Access to a copy of the New York Times article written August 6th, 1945. The publication date is actually August 7th, 1945 (Late City Edition) ­ provide hard copy or give link:http://www.nytimes.com/learning/general/onthisday/big/0806.html#article

Laptops or computer lab Checking for Bias Questions (A copy of the questions is provided in the “attachments”

section of this lesson plan). Knowledge of the web 2.0 tool Prezi (www.prezi.com) Have students pre­register in

order to save time.

Lesson Procedures: 1. The teacher will provide students with a hard copy or link to the article that was on the front page of the New York Times Late City Edition on August 7th, 1945. This will serve as the informational text that students will read and analyze. 2. Students will complete the second half of this activity with a partner, however they should each read the article independently. As they read, students should make notes on their initial observations or items they want to come back to. (20 minutes to read article and make notes). 3. When they are finished with step 2, students will work with a partner to complete the rest of this activity. The first thing they should do is summarize the material and discuss their observations with one another. (5 minutes) Remainder of class and homework if they don’t finish: 4. Give each pair a copy of the questions that will help them complete the objectives listed in this lesson. 5. Although students will have a hard copy of the questions, they will use the web 2.0 tool Prezi (www.prezi.com) to present work. The presentation should include information that addresses following 1) The purpose of the article 2) Answers to the biased “checklist” 3) Based on the answers in the checklist, draw a final conclusion(factual, somewhat biased, or heavily persuasive) and 4) Predict: How would the information be different if it were an article taken from a Japanese newspaper from the same date? [Student directions are included in the “attachment” section]. 6. A link to the presentation should be shared with the teacher (one option is via email). In addition, they should write the actual link down on a sheet of paper and include this in the portfolio (www.bitly.com works well for condensing long url’s). There is a print option available, but this is teacher discretion. Differentiation:

The student will have an interpreter/language facilitator to ensure comprehension of all Spoken language used throughout the lesson.

The SWD will preview the class assignment with the teacher of the deaf or EC teacher. The teacher of the deaf and regular education teacher will collaborate to modify the

assignment for the SWD’s potential and needs. Formative Assessment:

Teacher observation / conference with each pair as they work. Summative Assessment:

The final presentation should meet all of the requirements outlined in number 5 of the lesson procedures. A written copy of the URL to the final presentation (or a hard copy of the presentation itself) should be included in the portfolio.

Attachments: Checklist for Identifying Bias: “Steps” from: http://www.kent.k12.wa.us/staff/JaneWalburn/fact.htm Steps you can take to identify bias (versus fact). Step One: Identify the main idea or topic Step Two: Identify the purpose or intentions Step Three: Identify the source Step Four: Look for facts (not opinions). More facts equals less biased. Step Five: Look for other types of bias (one­sided, propaganda techniques, etc) Step 6: Compare the lists—Are there several opinions in the text? If so, it is biased. Step 7: Formulate a decision (is it biased or not?) Answer the following questions to help you identify whether or not the article is factual, somewhat biased, or persuasive. Once you have determined if the article is biased or not 1. Is the article one­sided?

To determine if it’s one sided, check to see if there are multiple views or perspectives given on the topic. 2. Consider the purpose.

Was the author trying to convince the reader to do something? Call for action? Justify an action?

3. Who are the sources of information?

Who is cited in the article? What quotes are given? Is there a quote from anyone other than an American? Are there any citizens (non­government officials) cited?

4. Look at the types of language that the author uses.

How often does the author use connotative (either negative or positive) language? List examples.

5. Recall the types of propaganda we have discussed in class. (If you need to jog your memory, click here for techniques http://www.pbs.org/weta/reportingamericaatwar/teachers/pdf/propaganda.pdf

Can you identify examples of propaganda used in this article? If so, what types ­ give evidence from the article to support your examples.

6. Are there a number of opinions or claims stated?

If so, give examples. 7. Review the information you’ve gathered in 1­6 and formulate a decision based on the evidence. If you were unable to find any of the above, then it is likely that the article is mostly objective. However, if you found evidence of biases, you need to make sure to include those in your Presentation as “evidence” to your

conclusion that the article is subjective or persuasive. Directions for Presentation: Now that you have determine whether or not the article is biased, you need to present your findings. 1. You and your partner only need to create one presentation. Only one person needs to sign into the account. Prezi will allow you to work on the same presentation from multiple computers by multiple users. 2. In your Prezi, you do NOT have to write a direct answer for 1­6 in the biased checklist, rather, you should synthesize the information and use it to support your argument (factual, biased, or heavily persuasive). 3. Make sure to include the author’s purpose (this will also be supported by what you determined in your checklist analysis). 4. Talk with your partner and brainstorm some ways that the text would be different if it were taken from a Japanese newspaper on the same day. This will require that you change your perspective on the events of that day. Put yourself in the shoes of someone whose country was just bombed by a nuclear weapon and ask yourself how you would react. 5. Be sure to include BOTH of your names somewhere on the presentation. When you’re finished, email a link to the teacher. Also, write down the URL so that you can include a copy of it in your portfolio.

Lesson 5: The History of Japanese Origami and Symbolism Lesson Outcomes/Objectives: Standards:

7.C.1.2 Explain how cultural expressions (e.g. art, literature, architecture and music) influence modern society.

Summary: Students will delve deeper into Japanese cultural arts in this lesson. They will have an opportunity to create an origami crane, as the crane has a symbolic connection in the novella, Hiroshima. Upon finishing their own crane, students will research Hiroshima memorials, both in Japan and around the world, to study how the crane is symbolic of making positive changes. Timeline: The timeline is embedded within the lesson procedure. Lessons are planned in 60 minute (1 class period) intervals. Lesson Materials:

Laptops or a Computer Lab Smartboard to show introduction video of Robert Lang and Youtube of paper crane

making Printed Origami Crane Instructions Origami Crane Instructions Pre­cut paper squares (enough for each student to have at least 2).

Lesson Procedures: 1. Begin Unit with an introduction to Origami by showing this video clip on TED Talks: Robert Lang: The math and magic of origami (19 minutes). This video is cross­curricular in that it gives historical background information, but also shows new methods (based on mathematical formulas) to create very elaborate examples of origami. 2. Discuss how the origami crane was used in the book to symbolize peace after Hiroshima was bombed. Allow students time to explore (on their laptops) Sadako and the story behind the origami crane by using the following website. http://www.pcf.city.hiroshima.jp/virtual/VirtualMuseum_e/exhibit_e/exh0107_e/exh01075_e.html (Sadakos from Different Perspectives) (15 minutes) 3. Explain to students that they are going to make their own origami crane. Pass out the pre­cut squares, the printed instructions and show the video for those who are more visual learners. (15 minutes) 4. Students will take action by logging onto Do Something.org http://www.dosomething.org/news/join­us­make­paper­cranes­japan OR going directly to the updated site at http://studentsrebuild.org/japan to see how mailing their paper cranes helps raise money to help rebuild the parts of Japan that were affected by the 2011 tsumnami. Differentiation:

The student will have an interpreter/language facilitator to ensure comprehension of all Spoken language used throughout the lesson.

The SWD will preview the class assignment with the teacher of the deaf or EC teacher. Formative Assessment:

Students will work together to help each other complete their own crane. The students will mail it (either separately or as a class ­ teacher choice) to the address indicated on the www.studentsrebuild.org/japan website. This will be required, but not graded. Summative Assessment: There is no summative assessment for this lesson.

Attachments:

There are no attachments for this lesson. Lesson 6: Making Global Connections

Lesson Outcomes/Objectives: Students will demonstrate their knowledge of the concepts taught throughout the unit by successfully participating in a group discussion. They will make connections between the themes from the novella Hiroshima and current global issues relating to nuclear weapons. Standards:

CCSS.ELA­Literacy SL.7.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS.ELA­Literacy SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

CCSS.ELA­Literacy SL.7.1b Follow rules for collegial discussion. (For this lesson students will follow the “Fishbowl” guidelines).

CCSS.ELA­Literacy SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed

SS Essential Standard 7.H.2.1 Analyze the effects of social, economic, military and political conflict among nations, regions, and groups (e.g. war, genocide, imperialism, and colonization).

Summary: In this culminating activity, students will participate in a “Fishbowl” discussion that will be facilitated by the teacher. Although the teacher will bring a list of engaging questions pertaining to the book, students will need to write 2­3 of their own questions. Students’ questions should connect concepts from the book with current global issues. These should be timely and given the recent events in North Korea, this is the topic we selected. **2­3 days prior to the “fishbowl” , students will be (See lesson 3) given a homework assignment that requires them to read current events about North Korea’s nuclear weapons program. This information provides the background information they’ll need to formulate 2­3 questions to bring to the seminar. Timeline: The timeline is embedded within the lesson procedure. Lessons are planned in 60 minute (1 class period) intervals. Lesson Materials:

Copies of the novella “Hiroshima” by L. Yep Teacher made questions pertaining to the novella (list of question are provided at the end

of this plan). Students should bring the questions / observations from their homework assignment. A class roster would be beneficial for the teacher during the formative assessment piece.

Lesson Procedures: Note: In order for this lesson to be completed in one class period, students need to have prior knowledge of how a “fishbowl” activity works. Specific instructions for this activity are located at http://www.facinghistory.org/resources/strategies/fishbowl In the interest of time, it is assumed that the teacher has previously explained the rules and/or has used this activity in an earlier unit. 1) Quick review of rules for fishbowl activity: Remind students that each person should actively engage in a group discussion where they respectfully share ideas, ask questions, and listen to the perspective of others. The facilitator (teacher or designated student) will make sure that the discussion stays on topic and will move the conversation along, when necessary. Students in the inner circle participate in the first discussion while students in the outer circle make observations. Observers (the outer group) are not allowed to speak, however they should write down any themes they notice, ideas they would like clarified or elaborated upon, questions they have, etc.). (10 minutes for review) 2) The classroom should be arranged into 2 circles. Ideally, the teacher will divide the class in half, therefore the number of chairs in the inner and outer circles are even ­ or close to even­ and should accommodate the number of participants. (Pre­arranged or 5 minutes with the help of the class) 3) The teacher will begin the conversation or designate someone in the inner “fishbowl” as the facilitator. (The first discussion should last ~20 minutes) 4) Each group switches and a new discussion begins. Now the students who were in the outer group can talk about the notes they made and ask their own questions, make comments. They should bring fresh insights ­ in other words, this should not be a repeat of the first discussion. (The second discussion should last ~20 minutes) 5) For the remainder of class students should fill in the “L” section of the KWL chart. In the event they need more time, this can be completed for homework and turned in the following day along with the final portfolio (see Summative Assessment below for more information). Differentiation: Students with disabilities (SWD) (i.e. Deaf and hard of hearing) will:

Have an interpreter/language facilitator to ensure that he/she may fully participate in the fishbowl activity.

Have the option of using note cards or another type of visual to pose his or her questions to other students, make comments, etc. [This will not be needed if the other students know sign language, or if the student prefers to ask aloud or via an interpreter].

Formative Assessment: Teacher will keep track of student understanding/involvement using the “Facilitator's Tally Sheet”: Types of Responses: G ­ General Comment O­ Personal Opinion RO ­Repeated Opinion

U ­ Unique insight T­ Opinion with text reference (novel) C ­Global Connection ­ reference to text and current event P ­ Prediction Throughout the discussion, the teacher should scan tally’s on the roster to check for understanding. If the data shows that a particular student is not demonstrating an understanding, the teacher can use this information to modify, clarify, or follow up with that student at a later date. Attachments/Sources for Activities: 1. Fishbowl Activity Instructions (may be displayed on the SmartBoard, overheard, or given as handouts depending on teacher preference). http://www.facinghistory.org/resources/strategies/fishbowl (for teacher) 2. Copy of Teacher Questions:

Fishbowl Questions for Hiroshima 1. Most of the book is told from the perspective of a fictional character that is based on several real people. Did the book make you change the way you view(ed) the bombing? If the story had been told through the eyes of the pilot that dropped the bomb, do you think you would have had the same reaction? 2. The book states that directly after the bomb hits that Sachi’s skin feels like she fell into boiling oil. It also states that people 2 miles from where the bomb hit are burned badly. Why is this? How do you think you would have reacted in this situation? Why did people, “evaporate”? 3. Despite having dropped one A­bomb on Hiroshima, the Japanese still did not stop their war effort. Do you think the United States was justified in dropping another bomb over Nagasaki even after they were able to see the devastation the first bomb caused? Why or why not? 4. Page 28 says that Sachi is the only one of her classmates to survive. How would this make you feel if you were in the same position? 5. For years Sachi has to live with the disfiguring face scars that the fire and radiation caused to her face. In 1949 the United States flies 25 “maidens” to the US for free reconstructive plastic surgery. Why do you think the US did this? If you were Sachi, would you have accepted the invitation? Why or why not?

6. We read that one of the crewmen from the Enola Gay, the plane that dropped the bomb on Hiroshima, see the maidens on the news and begins to cry. Why do you think he has this particular reaction? 7. How do you feel about the world’s current situation regarding nuclear weapons? Should all countries agree to get rid of them completely? What could be the potential effects of WW3 on our world? 8. If you were able to visit Japan’s Atomic Bomb Dome memorial, would you go? Why or why not? What kind of reaction do you think you would when you see this memorial and you realize that it was American soldiers that were responsible for the devastation? Do you agree that the United States was justified in their actions? Summative Assessment for entire Unit:

Students will turn in a portfolio containing all of the assignments from this unit. Because the portfolio is a compilation of all completed work, students must keep a running table of contents to ensure they’ve included all necessary items. Individual assignments will be graded according to its rubric or instructions, then all grades will be averaged. The average will count as a “test” grade for the unit. Sample Table of Contents for this Unit: 1. Vocabulary Rating Chart (Lesson 1) 2. A Study of Nuclear Weapons Research ­Worksheet (Lesson 2) 4. Reader Response Writing Activity (Lesson 3) 5. Cornell Notes (Lesson 3) 6. The URL (link) to Prezi / hard copy optional (Lesson 4) 7. Copy of directions for origami crane (the final crane should have been mailed) 8. Copy of news articles and the 2­3 Questions for Fishbowl discussion (Assigned in Lesson 3, used in Lesson 6) 9. Completed KWL chart (Lesson 1 KW, Lesson 6 L) 10. Student Reflection