E.g., Students Will Be Able To (Content Analysis) by (Product and Activity)

CSULB History Social Science Lesson Plan Template
The Means to an End: Causes and

Lesson Title: Consequences of dropping the Atomic Date: 11/13/2018
Bombs
What lead to the United States’ decision to drop atomic bombs on
the Japanese cities of Hiroshima and Nagasaki? What
Unit Central Historical
consequences did the bombs have for Japan and United States in a
Question(s):
post-war world?
Subject / Course: Social Science

Grade: 11
Lesson Duration: Two 55-minute class periods
Content Learning Objective (content and product):

e.g., students will be able to [content analysis] by [product and activity].
Students will be able to write a one paragraph response using the primary sources discussed in
class to explain both a causation that lead to the decision to drop atomic bombs on Hiroshima
and Nagasaki as well as its consequences for a post war world.
After the completion of the lesson students will be able to justify their own argument and
evaluate a classmates’ argument based on evidence presented from in class sources.
Historical Thinking Learning Objective (thinking skill and product):

e.g., students will be able to weigh [historical thinking learning objective] by [activity].
Students will be able to understand and explain both the causes and consequences of the
United States’ decision to drop atomic bombs on Hiroshima and Nagasaki.
Historical Thinking Skill, California Content, and Common Core Standards Addressed:
Historical Thinking Skills:
 Cause and Consequence
CA State Standards:
 11.7.7 Discuss the decision to drop atomic bombs and the consequences of the decision
(Hiroshima and Nagasaki).
Common Core Standards:

 CCSS.ELA-Literacy.RH.11-12.3 Analyze the impact of the author’s choices regarding

how to develop and relate elements of a story or drama (e.g., where a story is set, how
the action is ordered, how the characters/archetypes are introduced and developed).
 CCSS.ELA-Literacy.W.11-12.1.b. Develop claim(s) and counterclaims fairly and
thoroughly, supplying the anticipates the audience’s knowledge level and concerns.
most relevant evidence for each while pointing out the strengths and limitations of both
in a manner that anticipates the audience’s knowledge c. Use words, phrases, and
clauses to link the major sections of the text, level, concerns, values, and possible
biases.
ELA Standards:
 Part I: Interacting in Meaningful Ways- C. Productive- Justifying own arguments and
evaluating others’ arguments in writing
Narrative Summary of Tasks / Actions:
 As a warm up students will complete the “K” and “W” portions of their KWL chart in
regards to the bombings of Hiroshima and Nagasaki.
o Students will do independent work for five minutes then share with their
shoulder partner for three minutes before we share as a class.
 After the completion of the warm up I will give students a brief over view of the
historical context as to what happened. Students will take notes on a graphic organizer
alongside me.
 Students then will be split up into five groups to discuss the primary documents. They
will use their graphic organizer to take notes in order to break down the document.
o Groups will round robin until they have completed an analysis of all
primary sources.
 After each group has gone through the documents we will come together as a class to
discuss them.
o We will briefly go over the 4 W’s and any clarifications that students need.
o After we have gone over these areas as a class, we will fill out the
significance portion of the graphic organizer.
 Students will use the notes they have taken to write a one paragraph summary
discussing a causation and the specified consequences for dropping atomic bombs on
Hiroshima and Nagasaki.
 As a student reflection, students will fill out the “L” portion of their KWL chart.
Materials / Equipment:
 Cause and Consequence Map

 Primary Source Analysis Tool
 “Timeline” graphic organizer for in class notes
 Pen or pencil
 KWL warm up chart
 Press Release by the White House on decision to drop the first atomic bomb, August
6th, 1945 (excerpted):
https://www.trumanlibrary.org/whistlestop/study_collections/bomb/large/documents/in
dex.php?documentdate=1945-08-06&documentid=59&pagenumber=1
 Translation of leaflet dropped on the Japanese (AB-11) August 6, 1945. America to
Japan (whole document):
dex.php?documentdate=1945-08-06&documentid=6-1&pagenumber=1
 U.S. Strategies Bombing Survey: The Effects of the Atomic Bombings of Hiroshima
and Nagasaki, June 19, 1946 (excerpted):
dex.php?documentid=65&pagenumber=2
 Eyewitness Account of Atomic Bomb over Nagasaki:
http://www.atomicarchive.com/Docs/Hiroshima/Nagasaki.shtml
 Truman’s Reflection on the Atomic Bombings, January 12th, 1953:
http://www.atomicarchive.com/Docs/Hiroshima/Truman.shtml
Inquiry-Based Lesson Plan for History-Social Science
1. Anticipatory Set Time: 10 minutes
 Students will add to their KWL chart as a warm up in reference to the bombing of
Hiroshima and Nagasaki.
 We will have discussed World War II already at this point, so they should have some
knowledge.
 After 5 minutes students will share with their shoulder partner.
 If there is limited on topic discussion in shoulder partners, I will have students share
aloud to ensure all students have some thoughts on the subject going in to the lesson.
2. Central Historical Question for Lesson Time: ?

What lead to the United States’ decision to drop atomic bombs on the Japanese cities of
Hiroshima and Nagasaki? What consequences did the bombs have for Japan and United States
in a post-war world?
3. Teacher Input (delivery of historical

Time: 10 minutes
context)
After the completion of the warm up I will give a brief lecture giving historical context and a
brief over view of before, during, and after the bombings. Students will complete a graphic
organizer alongside me while I fill it out on the board.
4. Student Activity and Investigation (w/

Time: 55 minutes
differentiation)
 Students will be split into five groups to discuss primary sources discussing the causes
and consequences of the United States dropping atomic bombs on Hiroshima and
Nagasaki.
 Each student will have one graphic organizer that they will fill out. There is a row for
each source.
o The columns are: the four W’s (who, what, when, where), the main idea of the
source, clarifications needed on the source, and whether this source would be
considered a reason as to why the United States decided to drop the atomic
bombs or the consequences for dropping them.
o Students will only need to fill out the first three columns. We will complete the
last one as a class.
 The teacher will continually walk around while students are working to make sure
students are on task and have a clear understanding of the source.
 Each source will also have a list of vocabulary terms relating to the source for students
to utilize.
Time: 10 minutes in class (take home for

5. Lesson Assessment (w/ differentiation)
HW)
At the conclusion of the lesson students will use the notes they have taken in class, as well as
their graphic organizers of primary sources, to write a one paragraph response discussing a
reasoning as to why the United States decided to drop atomic bombs on Japan as well as what
the consequences were for one of the parties involved.
Prompt: Based on the notes you have taken in class and the primary source analysis’ you have
completed please explain one causation the United States had for dropping atomic bombs on
Hiroshima and Nagasaki as well as the consequences it had. These consequences can be for
the United States or Japan. Please sight the evidence you are using in your paragraph.
Differentiation: Students will complete this assignment at home and will be able to type or
handwrite their response, students will be given an optional template for how to write the
paragraph, so they can focus solely on the content, rather than structure of the paragraph.
6. Closure Time: 20 minutes

We will go over the sources as a class to ensure that students understand the basics of the
documents, as well as why they are significant to understanding the United States’ decision to
drop atomic bombs on the Japanese cities of Hiroshima and Nagasaki.
7. Student Reflection (metacognition) Time: 5 minutes

Students will complete the “L” portion of their KWL chart stating what they have learned
from the activities we have completed. Each unit will have a KWL chart students will fill out.
This can be used as a study guide when we do formal assessments and show a progression for
what students have learned.

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CSULB History Social Science Lesson Plan Template

The Means to an End: Causes and

Subject / Course: Social Science

Content Learning Objective (content and product):

Historical Thinking Learning Objective (thinking skill and product):

Common Core Standards:

 CCSS.ELA-Literacy.RH.11-12.3 Analyze the impact of the author’s choices regarding

Narrative Summary of Tasks / Actions:

 Cause and Consequence Map

Inquiry-Based Lesson Plan for History-Social Science

1. Anticipatory Set Time: 10 minutes

2. Central Historical Question for Lesson Time: ?

3. Teacher Input (delivery of historical

4. Student Activity and Investigation (w/

Time: 10 minutes in class (take home for

6. Closure Time: 20 minutes

7. Student Reflection (metacognition) Time: 5 minutes

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