Social Science Structured Academic Controversy Lesson Plan & Materials

Guiding Question: Should the U.S. have used atomic weaponry against Japan in World War 2?

Overview: 

This structured academic controversy lesson is designed to expose students to multiple perspectives surrounding the use of the Atomic bomb at the end of World War II in order to complicate their understanding of atomic weaponry and nuclear power. The bombings of Hiroshima and Nagasaki were a major catalysts that caused the end of World War II, and are the only two times that a nuclear weapon has been used in war.  It is important that students critically explore the circumstances leading to their use and understand the controversy that surrounds these events to deepen their historical, social, and political knowledge. It is also important for students to understand the magnitude and significant destruction caused by atomic weapons so that they can be informed participants in today’s complex world. The purpose of this lesson is to present students with arguments from both sides of the debate so that they may draw their own conclusions regarding the bombing of Hiroshima and Nagasaki and critically consider the human impact of war.

Students begin the lesson by building upon their understanding of the historical events that led up to the use of the atomic bomb.  Then they will then be divided into groups of four with two students presenting arguments for the side in favor of bombing and two students presenting arguments for the side against bombing.  Each side will be given time to present while the other side listens quietly (approximately 2-5 minutes depending on the needs of the class). 

Once one side has presented, the side that listened will have an opportunity to ask clarifying questions (approximately 2-5 minutes depending on the needs of the class). The arguing and listening roles will then be reversed and the process is repeated by the other side. After the initial round of exchanges students will switch positions on the issue and have to present arguments for the side opposite of which they initially argued. The presentation and listening process is repeated. 

Finally, the whole class comes together for a final discussion and consensus building. 

Designed for a 6th grade social science class, the structured academic controversy lesson format was selected because it allows students to practice and develop important discussion and consensus-building skills while exploring the arguments surrounding this controversial issue. 

Objectives: 

1.  Students will be able to develop an evidence-based argument to explain their position on the use of the atomic bomb.   

2.  Students will be able to develop consensus through group collaboration and evidence-based synthesis that considers multiple perspectives. 

Assessment: 

Students will demonstrate understanding of the two sides on the issue by developing evidence-based arguments for and against the use of the atomic bomb by the US at the end of World War II. Students will also write a brief paragraph explaining their consensus in their graphic organizers.

Content and Instructional Strategies: 

I.           Hook / Controversy Background 

Gallery Walk using images/audio/film from the Hiroshima Memorial Museum. Students will investigate the newspaper coverage of the Japanese during this time to deepen their understanding of the cultural psyche at this time. Students will then use the jigsaw protocol in order to focus on these different perspectives. The whole class will then discuss student responses. Students will read this sheet and adjust any misconceptions that they had regarding the lead up to the use of the bomb. 

II.         Organization 

Students will be divided into groups of four composed of two teams: two students representing each side of the argument: The U.S. should or should not have used atomic warfare against Japan in WW2. Each group will receive a collection of articles that are unique to their side of the controversy. Students will need to carefully read and annotate their articles and then complete the evidence organizer graphic organizer. Two group members will be given the first “For Bombing” graphic organizer and asked to evaluate the arguments using text evidence from their articles to develop their argument and then explain these arguments to the other team. The other two group members will be given the first “Against Bombing” graphic organizer and asked to evaluate the arguments using text evidence from their articles to develop their argument and then explain these arguments to the other team.

Remind students they will need to take active notes in their graphic organizers as the opposing team presents so they can ask specific questions and develop a deeper consideration of multiple perspectives to support their synthesis development. 

III.       Round 1 Positions 

Ask the “Against” students to present to the other students first. Remind the “For” students that their role is to listen. Once the four minutes for the “Against” students is up, the “For” students will have two minutes to ask clarifying questions. Model some clarifying questions to the students. Then reverse the situation, giving the “For” students two minutes to present their best arguments and then another two minutes for the “Against” students to ask clarifying questions.Time may be adjusted as necessary so that the students have a sufficient amount of time to present and ask questions, or depending on class needs. 

IV.      Round 2 Positions 

Ask students to repeat the process of identifying important arguments to share with the other half of the group. Give the new “For Bombing” students four minutes to present while the new “Against Bombing” students listen. Then give the “Against Bombing” students two minutes to ask clarifying questions. Repeat this process with the new “Against Bombing” students presenting and the new “For bombing” student getting a minute to ask clarifying questions. Remind students to take detailed notes in their graphic organizers.

V.        Discussion and Consensus 

In groups, students will each share their own opinion on whether using the atomic bomb was justified. The group will attempt to reach evidence-based consensus. Remind students to record their consensus in their graphic organizers. Afterwards, each group will then share their consensus decisions in a whole class discussion. 

Differentiation: This lesson can easily be differentiated by adjusting the level of the material presented or by pulling key quotes from the different articles for students who require more support locating text evidence.