US History Researched Debate Project (Atomic Bomb)

Submitted by jdyra on Mon, 02/27/2012 - 23:26Printable version Bookmark and Share
Created By:
Jamie Dyra
Title/Role:
Teacher-Librarian
Organization/School Name:
Golden Valley High School
Location:
California

Grade Level:
11
Type of Lesson:
Lesson in a unit
Type of Schedule:
Flexible
Collaboration Continuum:
Intensive
Content Area:
Social studies
Content Topic:
US History researched debate project on the morality of the atomic bombing of Japan.
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
Dispostion Indicator(s):
1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
Responsibilities Indicator(s):
1.3.1 Respect copyright/intellectual property rights of creators and producers.
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.
Self-Assessment Strategies Indicator(s):
2.4.3 Recognize new knowledge and understanding.
3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.
4.4.2 Recognize the limits of own personal knowledge.
Scenario:
This lesson is a part of a long US History unit on WWII. To address speaking and listening skills, a US History teacher decided to incoporate a researched debate. The CL (classroom teacher) invited the TL (Teacher Librarian) to teach the research portion of the assignment as she is not as familiar with that process. From the start the CL and TL collaborate regulary, making for a better assignment because while one is teaching, the other is monitoring the classroom to ensure student understanding. Prior to the research, the CL should lecture on and/or show videos of the war and after effects. Then the TL will introduce basic research, credibility, and the school databases. Students will get a couples days to research, the the CL will walk them through the debate portion. Finally, all students will complete a post-debate survey to help improve future assignments.

Overview:
Essential Question: Was it ethical for President Truman and the US military to drop the atomic bombs on Japan during World War II?

Final Product:
Debate, Debate Foldable, Credibility Worksheets, Reflective Survey

Library Lesson:
Students will utilize school databases to research sources to support their stance on the topic and complete credibility checklists and source sheets for each source utilized. Students will create a works cited page. Students will create a debate foldable to use during the debate. Students will complete a reflective survey on the project.

Estimated Lesson Time:
120 minutes
Assessment
Product:
1) The student debates will be judged by fellow classmates 2) Their research notes (credibility checklist & source sheets), debate foldable, and works cited page will be collected and graded

Process:
Students will evaluate their sources and take notes on those deemed valuable to their stance (which will later be turned in)

Self Questioning:
Students will complete a reflective survey on both the assignment and on their participation as a group member

Instructional Plan
Resources students will use:
Dataset (ie. lists, tables, databases)
Still image (i.e.paintings, drawings, plans, and maps)
Moving Image (i.e. animations, movies, tv program, video)
Service (i.e. photocopying service, bank service, interlibrary loans)
Software
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:
Projector
Laptop
Smart board

Instruction/Activities
Direct instruction:
1) Database usage 2) Credibility

Modeling and guided practice:
1) Source credibility 2) Sample Works Cited entry

Independent practice:
1) Collect, evaluate for credibility, and complete source sheets for all sources 2) Complete Works Cited


Have you taught this lesson before:
Yes

Strategies for differentiation:
1) Maintain a small selection of pre-established research for students who are absent and/or struggling 2) Written & Verbal instructions 3) Project website