CHT30 Graham Lee s Lesson Plan

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CHT30 Graham Lee s Lesson Plan Powered By Docstoc
					James Graham Lee
Usha James
EDU 1150Y
April 17, 2011

                75 minute Lesson Plan – CHT30: World History Since 1900,
                    Global and Regional Perspectives (Grade 11 Open)

Topic: Nuclear Weapons

Key Learning:
    Students will leave the lesson understanding that nuclear weapons represented a dramatic
      shift in the technology and methodology of warfare and that their advent changed the way
      in which war was conducted, and the way in which many people viewed both weapons
      technology and the chances of future human survival.

Curriculum Expectations:

   Communities: Local, National and Global

      Conflict and Cooperation – Explain the causes, course, and results of the Cold War
      The International Community – describe shifts in the international balance of power from
       1900 to the present

   Change and Continuity

      The Process of Change – describe major technological and economic changes since 1900
       and their impact on society
      The Process of Continuity – explain how belief in progress and technological
       improvements provides a framework for understanding history since 1900

Habit of Mind:
        Thinking About Our Thinking: Is able to reflect on and evaluate the quality of one’s
           own thinking skills and strategies. Is aware of one’s own actions and the effect of
           those actions on self, others and the environment.

Dimension of Historical Thinking:
       Continuity and Change

Thinking Strategies:
        Think-Pair-Share

Critical Thinking Vocabulary:
         Hypothesis: A possible answer based on some evidence
         Judgment: The act of deciding or judging based on reason, evidence, and clear
            criteria

Critical Challenge/Criteria:
Students will be asked to assess their own knowledge of nuclear weapons, and then during a class
that exposes them to a variety of sources and information on the subject answer the question
“How did nuclear weapons shape the course of the 20th century?”

Critical Challenge: Judge the better or the best – while filling out the first part of the handout
[Appendix I] the students will be compiling the information required to answer and support the
secondary question “Is the world a better place for having nuclear weapons? Why do you think
so?”

Criteria: In order to successfully answer the question the students must
              Understand that nuclear weapons made nuclear armed states reluctant to directly
                 fight each other, encouraged them to invest heavily in the technology, and
                 sparked an arms race
              Understand the destruction, pollution, and health affects resulting in the use of
                 nuclear weapons
              Understand the fear nuclear weapons elicited in large segments of the general
                 population
              Use their understanding to support a distinct position

Resources:
    Laptop, projector and projection screen
    PowerPoint presentation [separate file]
    Graphic organizer handout [Appendix I]
    Ibuse, Masuji. Black Rain. Trans. John Bester. New York: Kodansha, 1969. [Excerpts
      from pages 54-58, see Appendix II]
                                       Lesson Plan

Part I:

[5 min.]    Introduction

               1. Take attendance, settle the class, put the agenda on the board

[10 min.]   Mind’s On

               1. Begin PowerPoint [separate file] and show them Oppenhiemer quotation
                  (slide 2)
               2. Have them discuss the quotation, do a Think-Pair-Share on the 5 questions
                  (slide 3)
               3. Discuss questions, but do not directly answer them. Tell the students to
                  make corrections during class. This segues into…

Part II:

[5 min.]    Sharing Objectives and Purpose

               1. Introduce the critical question they are to consider for the remainder of the
                  class “How did nuclear weapons shape the course of the 20th century?”
                  (slide 4)
               2. Distribute handout [Appendix I] they are to fill out during class to help
                  them with this challenge

            Input/Information (Lecture/Reading/Films/Interactive Media)

               1. Mini lecture while looking at the Hiroshima and Nagasaki photos and the
[5 min.]          nuclear explosion video clip. Put notes on the board about the key facts of
                  the bombings. Note: This will be done quickly as some of the information
                  should be review from the previous unit. (slides 5-8)
               2. Go to the Nuke It! website and show the students the various effects of the
[5 min.]
                  different sized nuclear bombs on the city of Toronto. Segue from the large
                  scale, distant view of nuclear weapons, to the more personal view of how
                  they affect the individual… (slide 9)
[10 min.]      3. Read passages from Black Rain as a class [Appendix II]. The teacher can
                  read to the students, or have them read the selected passages themselves.
                  Remind them about the Mind’s On questions and have the class consider
                  how their expectations are measuring up.
[5 min.]       4. Mini lecture on the effects of radiation on the individual, both short term
                  and long term. Introduce the students to the Children of the Atomic Bomb
                  website: http://www.aasc.ucla.edu/cab/index.html (slides 10-11)
[10 min.]      5. View Isao Hashimoto’s video on nuclear explosions (slide 12)
                  http://www.ctbto.org/specials/1945-1998-by-isao-hashimoto/
               6. Mini lecture on the concept of an arms race, the current state of nuclear
[10 min.]          armament, and the effects of this on people’s mindsets. (slides 13-19)

Part III:

[10 min.]   Checking For Understanding and Closure

               1. Have the students, in groups of 3-4, complete the handout [Appendix I] if
                  they haven’t already done so. As a class discuss the various responses to
                  the earlier question. Have them then answer the final question (Part B) “Is
                  the world a better place for having nuclear weapons?” Collect handouts at
                  end of class (not for assessment, but ensure the students are not having any
                  lingering difficulties—they will be returned next class)
               2. Circulate while they work to maximize accountability, but the students will
                  also be expected to share their thoughts with their classmates (in the group
                  work and then in the subsequent class discussion)
APPENDIX I – Handout

Part A: How did nuclear weapons shape the course of the 20th century?

                                      Effects of Nuclear Weapons On…

Warfare




Economy




Environment/Health




Politics
Art




The Individual




Part B: Is the world a better place for having nuclear weapons? Why do you think
so?

				
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