Kristina Parin



Kristina Parin

RE 5730

Unit Introduction:

This unit is based on Japan post Word War II. It will present concepts such as what were the events that brought about the atomic bomb, what were the effects/challenges on the environment and the people after the bomb, what was the historical significance of Hiroshima and Nagasaki, and how does Japan now interact with the world today militarily and politically. As an introduction students will read a non fiction text that tells stories from children who lived through the experience. The students will then create questions from what they read and we will post them in our room as reminders of what we want to learn. We will have two core texts “Hiroshima” for historical non-fiction and “Sadako and The Thousand Paper Cranes” for historical fiction. I also plan to supplement the unit with some picture books, especially Grandfather’s Journey and How My Parents Learned to Eat to provide my students with a variety of texts to coincide with the unit.

Rationale and Educational Goals:

This unit is part of the social studies curriculum for seventh grade of the interaction of the United States to Asian countries (NCSCOS for grade 7). Through a variety of resources, students will develop a clear understanding of what is culturally different in Japan, environmental effects of the atomic bomb, and challenges people in Japan faced right after the bomb and today from the atomic bomb. In this unit, students will better understand the cultural influences in Japan, study historical influences that happened before, during, and after the bombing, and figure out ways people can now protect themselves from the environmental effects of an atomic bomb. According to the SCOS students will develop:

● Understand the historic significance of the Atomic Bomb on Japan.

(SS 7.01 and 7.02)

● Knowledge of the geographic areas affected by the atomic bomb.

(SS 1.02 and 1.03)

● Information about the effects of the atomic bomb on the people and environment of Japan. (SS 7.01)

● Understanding why the United States bombed Japan and events that led to the bombing.(SS 7.02)

● Integrating Japan and US relations today after the bombing.(SS 11.03)

● Facts about Japanese people and it's culture.(SS 12.01, 12.02, 12.03)

Through reading a variety of texts students will learn research skills, comprehension skills, by developing graphic organizers to better understand the timeline of what happened. For a final project students will have a day commemorating the bombing and groups will show what they have shown what they have learned by developing a newspaper for the class, having a news program dedicated to the survivors, and to close have a poetry session in remembrance

• Create a newspaper and telegrams to the US stating what has happened in Japan (LA 1.01, 1.03)

• Study poetry of Japan (haiku) and create poems independently about the survivors (LA 5.02)

• Have a class debate of whether the US should have dropped the bomb or not (LA 3.02, 5.01)

• Have a conference of bombing survivors tell their stories on a news program (LA 3.03)

|Activity |Social Studies SCOS |LA SCOS |

|Students Develop a newspaper or telegram to|7.01 Identify historical events such as |1.01 Narrate and account such as a news |

|share with “family” in Japan. |invasions, conquests, and migrations and |story or historical episode. |

| |evaluate their relationship to current | |

| |issues. | |

|Students develop a Readers Theatre play | |5.01 Increase fluency, comprehension, and |

|about Sadako and her life. | |insight through a meaningful and |

| | |comprehensive reading program by: analyzing|

| | |themes and central ideas in literature and |

| | |other texts in relation to personal |

| | |issues/experiences. |

|Develop a haiku poem about the bombing for |12.02 Describe the relationship between and|5.01 Increase fluency, comprehension, and |

|a remembrance for the bombing victims. |cultural values of selected societies of |insight through a meaningful and |

| |Africa, Asia, and Australia and their art, |comprehensive reading program by: analyzing|

| |architecture, music, and literature, and |themes and central ideas in literature and |

| |assess their significance in contemporary |other texts in relation to personal |

| |culture. |issues/experiences. |

|Have a debate of what events led up to the |7.01 Identify historical events such as |3.03 Create arguments that evaluate by: |

|bombing of Hiroshima and Nagasaki |invasions, conquests, and migrations and |stating a firm judgment, justifying the |

| |evaluate their relationship to current |judgment with logical, relevant reasons, |

| |issues. |clear examples, and supporting details, |

| | |creating an organizing structure |

| | |appropriate to purpose, audience and |

| | |context |

|Compare/contrast poster about Sadako and |11.01 Identify the concepts associated with|5.01 Increase fluency, comprehension, and |

|the survivors of Hiroshima. |culture such as language, religion, family,|insight through a meaningful and |

| |and ethnic identity, and analyze how they |comprehensive reading program by: analyzing|

| |can link and separate societies. |themes and central ideas in literature and |

| | |other texts in relation to personal |

| | |issues/experiences. |

|Create an argumentative paper for the |7.02 Examine the causes of key historical |3.03 Create arguments that evaluate by: |

|support or non-support of nuclear weapons. |events in selected areas of Africa, Asia, |stating a firm judgment, justifying the |

| |and Australia and analyze the short and |judgment with logical, relevant reasons, |

| |long rage effects on political, economic, |clear examples, and supporting details, |

| |and social institutions. |creating an organizing structure |

| | |appropriate to purpose, audience and |

| | |context |

|Create a landform map of Japan and |1.02 Generate, interpret, and manipulate | |

|specifically show where Hiroshima and |information from tools such as maps, | |

|Nagasaki are and show what each place |globes, charts, graphs, databases and | |

|looked like before and after the bombing. |models to pose and answer questions about | |

| |space and place, environment and society, | |

| |and spatial dynamics and connections. | |

|Create a poster for peace for Japan’s |11.02 Examine the basic needs and wants of |5.01 Increase fluency, comprehension, and |

|future |all human beings, and assess the influence |insight through a meaningful and |

| |of factors such as environment, values, and|comprehensive reading program by: analyzing|

| |beliefs in creating different cultural |themes and central ideas in literature and |

| |responses. |other texts in relation to personal |

| | |issues/experiences. |

|Take survivor stories and create a |11.02 Examine the basic needs and wants of |5.02 Study the characteristics of literary |

|“documentary” film about their lives before|all human beings, and assess the influence |genres (fiction, non-fiction, drama, and |

|and after the bombing. |of factors such as environment, values, and|poetry) through: analyzing what impact |

| |beliefs in creating different cultural |literary elements have on the meaning of |

| |responses. |the text such as the influence of setting |

| | |on the problem and its resolution. |

|Present all projects to class to show what | |1.03 Interact in group settings by: |

|has been learned. | |responding appropriately to comments and |

| | |questions. |

|Students will write a reflection on what | |5.03 Increase fluency, comprehension, and |

|they thought was most meaningful to them. | |insight through a meaningful and |

| | |comprehensive reading program by: using |

| | |effective reading and writing strategies to|

| | |match type of text, reading self selected |

| | |literature of individual interest, reading |

| | |literature and other materials selected by |

| | |the teacher. Analyzing themes and central |

| | |ideas in literature and other texts in |

| | |relation to personal issues and |

| | |experiences. |

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