Direct instruction

Teacher(s):

Subject: American History

Halle Harker
Michael Mongeau
Jessica Mendoza
Brittany Call

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

Arizona Articulated Social Studies Standards: Grade 8: Strand 3: PO 8:

Describe the impact of the following executive orders and decisions. A). Executive Order 9066Creation of Internment Camps on U.S. soil B). Manhattan Project C). Use of atomic bomb
ISTE Standards for Students 2 B:
Communicate information and ideas effectively to multiple audiences using a variety of digital
environments and media.
Arizonas College and Career Ready Standards Literacy in History/Social Studies 6
8.WHST.9
Draw evidence from informational texts to support analysis, reflection, and research.
Objectives (Explicit): Use Blooms verbiage and formula

Students will demonstrate their understanding of the factors surrounding Trumans decision to
drop the atomic bomb, through an online debate using Padlet and argumentative paper, supporting
their opinion on whether the atomic bomb should have been dropped. Students will be evaluated on
their use of textual evidence to support their answer, and their argumentative skills.

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to
grade/grading tool? (rubric, checklist, etc.)

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)

Briefly explain the duties of the president (which executive orders are included)
Explain what an executive order is and what they are used for.
Explain what a debate is and its structure (e.g. introduction, content, rebuttal, conclusion)
Explain the significance of online collaboration tools.
Explain the significance of executive orders in todays political sphere, including Obamas executive
orders (i.e. Dreamers and deportation).

Key vocabulary:

Atomic Bomb
Executive Order
Manhattan Project

Materials/Technology Resources to be Used:

Padlet
Google Docs
YouTube
Computer/ Projector
2 articles pertaining to the executive order to drop the
atomic bomb

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the
students

The students will enter the room and randomly select a piece of paper saying PRO or CON which will be
utilized later in the guided practice. https://www.youtube.com/watch?v=D5hKeCQELrk4

This short video gives a brief overview of what an executive order is. After the video it will be a very brief
discussion asking two questions. How many (with show of hands) knew majority of the information from the
video? How many learned something new from the video? After a couple of responses I will tie it into the
objective for the day and move forward to the instructional input.
Instructional Input

Teacher Will:
Be specific

The teacher
will give a
brief
presentation
on what
executive
orders are and
how, despite
not being an
official
executive
order,
Trumans
decision to
drop the
atomic bomb
was similar to
an executive
order. I will
also include
information
regarding the
conditions in
Japan during
this time (i.e.
mass bombing
campaigns and
social resolve).

Student Will: Be specific

Students will listen to the presentation and learn

about executive orders. The section on the social
conditions of Japan will be important in the
guided practice.

Co-Teaching Strategy/Differentiation How will your instruction look different

for those students who need differentiation or accommodations during your
instructional input/teaching?

Gifted/Talented students will be allowed to start the assignment

early
Students with hearing disabilities will be provided a copy of the
introductory PowerPoint and a series of bullet points of how to use
History in Motion. Students with seeing disabilities will be
provided with an audio description of the assignment as well as an
audio description of the resource and how to use it.
After the initial presentation, the instructor will provide students
with intellectual disabilities additional assistance for explaining
concepts that they do not understand.

Guided Practice

Students who are ELL will be provided a handout of new terms, or

terms that students have may have not encountered before, with
their definitions.

Teacher
Will: Be
specific

Divide the
class in
half, one
half of the
class will
support
the
dropping
of the
atomic
bomb, the
other half
would
critique
the use of
the atomic
bomb.
The
teacher
will be an
online
moderator
, ensuring
that
students
are on
task, and
deleting
off task
and
irrelevant
informatio
n. The
teachers
will also
encourage
students
to give
interesting
and
unique
answers.
Teachers

Student Will: Be specific

Students will divide into their assigned group of

being either pro or con to the atomic bomb. They will
sign on to the debate link to discuss their opinion based
off of the articles provided.

Debate Link:
https://padlet.com/halleharker/84wnplg3zmqt
Pro Argument Link:

http://www.authentichistory.com/1939-1945/1-war/4Pacific/4-abombdecision/2-support/index.html
Con Argument Link:

http://www.authentichistory.com/1939-1945/1-war/4Pacific/4-abombdecision/3-against/

will walk
around the
room,
answering
any
questions
that
students
have.
Co-Teaching Strategy/Differentiation/Check for Understandinghow are you
going to know if EACH student is ready to move onto independent practice?
And how are you going to differentiate if they do not understand?

Independent Practice

If students are struggling with the assignment, the instructor will

break them into a group, where they would complete the assignment
with teacher support.

Teacher Will:
Be specific

Teache
r will give
assignment
and ensure
students
have
access to
and
understand
the rubric
and what is
expected
of them.

Student Will: Be specific

Students will develop an argument for or against

the dropping of the atomic bomb and write a 1-2
page paper supporting their argument. Students
must find at least three forms of evidence to support
their arguments (not using the links the teacher
provided in class). Paper must formulate a clear
stance - for or against - the dropping of the atomic
bomb, including evidence and citations to support
their argument.

Co-Teaching Strategy/Differentiation How will your instruction look different

for those students who need differentiation or accommodations?

Students that don't have access to a computer they can handwrite

the assignment and turn it into class the next day.
Students who are more active, kinesthetic or auditory learners
could make a video or screencast of them expressing their
argument. This will include all of the aspects that are required in
the essay.

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What
essential questions will they reflect on in their closure of the lesson?

Brief Review of the circumstances regarding dropping the atomic bomb and of what executive orders
are
o

Relating back to nuclear situations that are a threat today such as North Korea

Discussion on the powers of the president

Discussion on executive orders today.

o Controversies on executive orders regarding immigration.

Are Executive orders justified?