Lesson Plan: Dropping the Atomic Bomb

Arrange students’ desk into pairs if they are not already. They will need to remain in their normal orientation as the lesson will start off with a video clip that everyone needs to be able to see comfortably.

This lesson is a structured academic controversy. Briefly explain the basics of what they will be expected to do for the lesson. Reminder: this is not a debate; it is a discussion. Students are expected to interact with their partners and within their groups, to fully participate and be respectful. Each student will be asked to read about one side of the argument, pick out the best points and briefly plan what they will say, present their case, answer any clarifying questions from the other side, listen to the other side present their case, and ask clarifying questions. This is considered Round 1. In Round 2, they will follow the same procedure while arguing on behalf of the other side of the argument from Round 1. Finally, the groups will come together to work on a compromise, and individually write a reflection.

While students’ desks are still arranged normally, show the clip, Lesson 5: Proportionality, from Fog of War. Have students reflect on their initial reaction to the Fog of War clip by writing down a few thoughts in their notebooks. Have them put this aside to be used later.

Since students’ desks are already in pairs, have half the pairs turn their desks around to face the pair behind them. Students should be right next to their partner, and directly facing the other pair. Pass out the position sheets (Appendix A). Make sure each group has one side with a “YES” sheet and one side with a “NO” sheet. Ask students to look over their argument sheets individually (and silently) for a minute. Then ask them to discuss the arguments with their shoulder-partner to pick out the best argument in the list. Have the partners discuss which arguments they will present and what order they will argue them in. Each student in the pairs will be expected to present at least one argument for their side.

Once students are ready, tell the “YES” groups to begin their argument. They get two minutes to argue for their position. After two minutes, stop the discussion to model a clarifying question. A clarifying question asks the presenting side to elaborate on or spell out their position more clearly. A clarifying question does not challenge or attempt to debate, but rather asks for more information. Give specific examples of what would and would not count as a clarifying question. Give the “NO” groups one minute to ask clarifying questions.

Once the students finish, tell the “NO” groups to begin their argument. They get two minutes. Once two minutes is up, allow the “YES” groups one minute to ask clarifying questions.

Pass out new position sheets. Groups with “YES” sheets in Round 1 should get “NO” sheets and vice versa. Repeat the steps from Round 1 (without the clarifying questions demonstration).

Have the groups discuss both sides together and attempt to come to a conclusion together. This is the forum for students’ own opinions about the subject. Students should take out their video response at this point and incorporate that into their discussion.

Have students complete the “Atomic Bomb Controversy” worksheet (Appendix B) during the rest of class time.