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Mitchell Mello EDC 448 Dr. Coiro March 8, 2011

**Diverse Text Set For 11/12th Grade History Class Studying the Atomic Bomb**

**Context for using the text set**: This diverse text set will be used in a 12th grade History studying the Atomic Bomb. The class will be made up of extremely diverse learners so different texts and resources will be used to to make sure that the students will grasp and understand the content. I will use audio clips, video clips, diaries, letters, and other resources. These resources will help the students fully grasp the concept that is, The Atomic Bomb. These resources will span from the bombs development, to its use in the Pacific Theater, and all after effects caused by the bomb.

**A. Print Resources:** **Text #1:** Citation: Davis, W. (1946). Background of Atomic Bomb. The Science Newsletter. Vol. 49, No. 25 (Jun. 22, 1946), pp. 394-395. Retrieved March 8, 2011 from http://0- [|www.jstor.org.helin.uri.edu/stable/3922861] Text Summary:This text gives a basic background information about the Atomic Bomb. This article was written back in 1947 so it gives a key example of a primary source that every history student should familiarize with. This text is short and very easy to read. Rationale: This text is a great example of a primary source that was written when the Atomic Bomb was first used. This primary source helps the students realize what people thought of the bomb before it became a constant threat like it is in today's society. Use of text: This text will be used to help answer any basic questions about the Atomic Bomb back when little was understood about it. Attachment: __[]__

**Text #2:** Citation: Science Service Staff, Initials. (1946). Atomic power leads. Science News Letter, 48(25), 389-396. Retrieved March 7,2011 from http: //0 [|www.jstor.org.helin.uri.edu/stable/4548515]// //Text Summary: This text is set four months after the announcement was made that the Atomic Bomb was detonated over Hiroshima. This text is easy to read, short, and enjoyable. // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Rationale: This text delves deeper into the issue that is the Atomic Bomb. It gives more background into the time period and how the media viewed the issue of the Atomic Bomb. // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Use of text: This text will be used to have the students explore how the bomb was made, and where in the country it was made in. It will also help the students see how the media looked at the issue as well. // // <span style="font-family: Cambria,serif; font-size: 13pt;">Attachment: __[]__ //

//<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">**Text #3:** // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Citation: Winkler, A. (1987). Building the bomb: the army and the Manhattan project. In C. Jones (Ed.), Reviews In American History (pp. 680-685). The John Hopkins University Press. Retrieved March 7,2011 from http: // [|www.jstor.org/stable/2701949] <span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Text Summary: This is an overview of the Manhattan Project. The Manhattan Project was the top secret development of the Atomic Bomb by the United States, Canada, and Great Britain. <span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Rationale: This is yet another article that describes the development of the Atomic Bomb. But unlike the prior two this article discusses where it was developed and the resources that had to be used. <span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Use of text: This article will be used to discuss the first step into making the Atomic Bomb, the Manhattan Project. <span style="font-family: Cambria,serif; font-size: 13pt;">Attachment: __[]__

<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">**Text #4:** <span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Citation: Seagondollar, L.W. (1950, June). Nuclear fission and atomic bombs. //Transactions of the Kansas Academy of Science, 53(2)//, 141-150. Retrieved on March 7, 2011 from http: //[|www.jstor.org/stable/3625968]// //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Text Summary: This text goes along with the first three with the development of nuclear fission and Atomic bombs. This text is slightly harder to read and interpret. // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Rationale: This article dives into nuclear fission, the main ingredient of Atomic Bombs and weapons. This article also exposes the background of the atom and how, when split can cause dangerous outcomes. // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Use of text: This text will be used groups of students in an attempt to dissect the fundamentals of the atomic bomb and how nuclear fission made the Atomic Bomb possible. // // <span style="font-family: Cambria,serif; font-size: 13pt;">Attachment: __[]__ //

//<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">**Text #5:** // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Citation: Turco, R. (1989). Synthesis of global fallout hazards in a nuclear war. //Ambio//<span style="font-family: Cambria,serif; font-size: 13pt;">, �401<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">402�<span style="font-family: Cambria,serif; font-size: 13pt;">(7), 391-394. Retrieved March, 7, 2011 from __[]__ // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Text Summary: This article is all about the hazards of nuclear weapons. This discusses the possibility of a global fallout and the hazards that follow. // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Rationale: In order for the students to fully understand the Atomic Bomb they need to be able to realize the possible outcomes that come from detonating one of these weapons. This article is also a great way for students to understand that these weapons cannot just be fired upon a womb, and that their use must be thought out and planned. // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Use of text: This text will be used for the students to fully understand the outcomes of the weapon. The students will work in groups to determine possible outcomes of a nuclear war from this article. // // <span style="font-family: Cambria,serif; font-size: 13pt;">Attachment: __[]__ //

//<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">**B. Media Resources** // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">**Text #6** // // <span style="font-family: Cambria,serif; font-size: 13pt;">Citation: Waruituti. (2006, April 17). Atomic Bomb (Video File). Retrieved March 5, 2011 from __[]__ // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Text Summary: This is a video of multiple Atomic Bomb explosions that occurred over time. Some of the clips are from the actual bombs that were dropped on Nagasaki and Hiroshima. // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Rationale: Once the students have read up on the Atomic Bomb they need to witness its force. This video is a great way to spur conversations about the bomb itself and how destructive it could be. // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Use of text: This Video will help the students fully understand the destructive nature of the bomb. This video breaks away from the previous resources because no longer does the student have to visualize because the student will be able to witness it in film. // // <span style="font-family: Cambria,serif; font-size: 13pt;">Attachment: __[]__ //

//<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">**Text #7** // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Citation: DunaBlue22. (2007, August 7.) Why Hiroshima (Video File). Retrieved March 5, 2011 from http: // [|www.youtube.com/watch?v=PuX7mx-PIY4&feature=related] <span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Text Summary: This video takes a quick look into the possibility of the end of the war because of the development of the Atomic Bomb. This video also shows pictures of the victims of the Atomic Bomb. <span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Rationale: This video is helpful for this diverse text set because it contains footage of victims of the Atomic Bomb. Also there is a commentary on why the bomb was dropped and how the American public was lied to about the circumstances of the Atomic Bomb. <span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Use of text: Th students will watch this after the first video because combined it will open up discussions on how the weapon was used and the consequences. Also I hope this video will help propel the students to look deeper into the issue on their own time. <span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Attachment: http: //[|www.youtube.com/watch?v=PuX7mx-PIY4&feature=related]//

//<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">**C. Online interactive resources** // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">**Text #8**: // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Citation: LTH. (2010, August 7th). The Atomic Bomb Online Quiz. Retrieved March 7, 2011 from [] // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Text Summary: This is not a text but rather an online quiz regarding the background of the Atomic Bomb. // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Rationale: This quiz is a great tool in order for the students to do work on their own since this quiz can be taken from anywhere and can be taken multiple times. // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Use of text: The students will work in groups during class to attempt to answer all of the questions in the allotted time. There is a six minute time limit on this quiz so the group that is able to answer all of the questions correctly with the quickest time will win and will get extra credit. // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Attachment: http: // [|www.sporcle.com/games/LTH/atomicbomb]

<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">**Text #9** <span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Citation: NA.(2009) Atomic Bomb Museum. Retrieved March 7, 2011 from [] <span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Text Summary: This is a collection of resources that all focus on the Atomic Bomb and the history of it. It is an excellent source that can by students and adults alike. <span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Rationale: This website is dedicated to educating children, students, and adults on the topic that is the Atomic Bomb. It has multiple web pages that each have a different goal. <span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Use of text: The students will view this website in hopes to further their understanding of the Atomic Bomb. They will be assigned a topic that I will come up with and dive deeper into the topic by researching it more and writing a small response paper to one of the key web pages off of the website. <span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Attachment: http: //[|www.atomicbombmuseum.org/index.shtml]//

//<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">**D. Instructional Resources** // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">**Text #10:** // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Citation: Burr, W. 2007, August 7. The Atomic Bomb and the End of World War II. //The National Security Archive. // Retrieved on March 7, 2011 from [] // //<span style="font-family: Cambria,serif; font-size: 13pt; font-style: normal; margin-bottom: 0in;">Text Summary: This text will be used by me to furture my education on the Atomic Bomb in regards to World War II. This is almost like a text set itself because it is a collection of articles and documents all associated with the Atomic Bomb. // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Rationale: This text offers a great background into the Atomic Bomb from a teachers point of view and can be easily used by teachers and students alike. // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Use of text: This text will be used by the teacher before the lesson itself. The teacher will go over this instructional resource before the diverse text set so he/she will have enough background information to go over these sources. // //<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Attachment: http: //[|www.gwu.edu/~nsarchiv/NSAEBB/NSAEBB162/index.htm]

<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">**Using these texts together in the classroom**: This Diverse Text Set contains multiple primary sources as well as videos and interactive quizzes so that the students get a full feel for the topic. I would start off this Diverse Text Set by going over the primary sources that are under the initial category of Printed resources. These primary sources will allow the students to take a look at the mind set of the public during the time of the dropping of the Atomic Bomb. These sources along with supplementary classroom discussions and lectures will be the perfect mixture for an excellent learning environment. Next I will use the two multi-media sources that I have included in this Diverse Text Set. I will use these because both of these videos take a look at the destructive nature of the Atomic Bomb by showing footage of their explosions and the chaos that ensues shortly thereafter. These videos will help the students actually see the effects of an Atomic Bomb instead of having to visualize them. The last two student texts are actually two interactive websites dedicated to the study, history, and effects of the Atomic Bomb. These websites will be used to re-solidify basic's facts and knowledge previously gained from the prior texts in this Diverse Text Set. Each student will visit the websites and attempt to pull one unique fact about the Atomic Bomb not previously known then separate back into groups and discuss what new information they have to bring to the discussion. The last piece in this Diverse Text Set will be used by myself to gain knowledge about the entire topic. This will be read before the start of this lesson so that I am up to spreed with all the information about this topic. This last piece in this set contains information from hundreds of sources that are pulled together to make a great collection that can be used by any instructor that wants to teach students about the Atomic bomb.

<span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">**Learning Objectives:**
 * <span style="font-family: Cambria,serif; font-size: 13pt; margin-bottom: 0in;">Students will be able to know the full history of the Atomic Bomb, from its creating in Los A lamo's to its detonation in Japanese territory. (HP 2: Students will be able to chronicle events in history by..)
 * <span style="font-family: Cambria,serif; font-size: 13pt; font-weight: normal; margin-bottom: 0in;">Students will be able to determine how its use shaped the mind set of the world. (C&G 5 (9-12) -3 Students demonstrate an understanding of how the choices we make impact and are impacted by, an interconnected world by…)
 * <span style="font-family: Cambria,serif; font-size: 13pt; font-weight: normal; margin-bottom: 0in;">At the end of this Diverse Text Set students will be able to write a research paper discussing general facts about the Atomic Bomb then connecting those facts into a well written essay on possible outcomes coming from the development of the Atomic Bomb. (C&G 5: R-15 Reading for research, W-6,7-8 Informational Writing).

__Comments:__ I would probably recommend that you would try and correlate your lesson with the science teachers so that students could get more background knowledge on how atomic power works. It can be a very confusing subject and several of the articles you have have much scientific jargon that most students would probably not understand. I like how you have both sides of the issue, both why it was felt needed and why it was a horrible thing to use. I might also suggest using images from the aftermath of the bombings of Japan. Images can have a very strong impact. This impact can sometimes be even stronger than a video. -Carrie Crockett

It is great you gave background about the atomic bomb because as Carrie said it can be very confusing for students. I especially liked your media source so that the students can see the impact the atomic bomb had on Japan. This media source can allow students to grasp a deeper understanding of the topic. The video and the clip on the effects the bomb had on individuals will help students connect on a more personal level. Overall I enjoyed your text set, however I may have done a children's book perhaps instead of a journal. Scholarly articles can sometimes be difficult and a children's book would be easily understood by all members of the class, especially because this is a difficult subject. Good job Mitch! -Court