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Multiple Perspectives: Discovering the Path to Peace

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Multiple Perspectives: Discovering the Path to Peace Multiple Perspectives: Discovering the Path to Peace Through Firsthand Accounts WebQuest Description: In this web-quest students will compare first hand accounts of the bombings of Hiroshima and Nagasaki with first hand accounts from those involved in the Manhattan Project, Pearl Harbor Survivors, and Soldiers who served in the Pacific theater. Students will then develop their own opinion of the use of Atomic weaponry. Grade Level: 6-8 Curriculum: Social Studies Keywords: Atomic bombing, Hiroshima, Nagasaki, Pearl Harbor, World War II, Hibakusha, Manhattan Project, Japan, peace, persuasive writing Published On: 2017-01-05 08:07:30 Last Modified: 2016-08-21 11:49:36 WebQuest URL: http://zunal.com/webquest.php?w=327469   When you think of WWII what comes to mind?  Most people picture armies attacking, soldiers, and military action. However, the military weren't the only people involved in the war.  Have you ever thought about the other people involved? The scientists? The civilians?  Have you ever thought about what it would be like to live through events of the war? In particular, to live through the Atomic Bombings? Or what it was like to be part of the group who created a bomb so destructive that it has never been used in any war since? The Dropping of the Atomic bombs on Hiroshima and Nagasaki has been a topic of great debate for over 70 years. This lesson will allow you to look at both sides of the bombing through the first hand accounts and make your own decision on the debate. You have been grouped into special advisory panels to counsel the President of the United States of America. He has tasked you with advising him about the future use of Atomic weaponry by researching firsthand accounts from WWII. Your job is to listen to those who witnessed history and collect information. Each advisory panel will then write a persuasive letter advising the President, citing the information uncovered, either for or against the use of the nuclear weapons in future conflicts. Remember, be specific and cite direct quotes and information from your research. As a presidential advisor you must listen to as many first hand accounts as possible, then use those accounts and your research to determine your stance on the issue.  You will investigate multiple primary and secondary sources both online and hard copy.Follow the directions below to hear first hand accounts about: Pearl Harbor-the major event that caused the USA to enter WWII.The Manhattan Project- the people involved in creating the bomb.Hibakusha- people effected by the dropping of the atomic bombs in Japan. This will be a 6 day project, Advisors will spend time reading the links under the background heading for both USA and Japan.Questions to keep in mind:What caused the USA to enter the war?What justification was given for the dropping of the bombs?Why drop the bombs on Hiroshima and Nagasaki?Did anyone know the effects of radiation at the time the bombs were dropped?How many people were killed when the bombs were dropped?Oral Histories: Each of the advisors will explore the link under the oral history section from both the United States Tab and The Japan Tab. Use the Questions for Active Listening handout in your packet to help organize the information, use one copy for each first hand account you listen to. The link to download the questions is at the bottom of this page.You should listen to the stories of at least four different first hand accounts from both the USA and Japan. Remember, the more sources you explore the better. Take notes/answer the active listening questions as you listen to each account Recommendation letter to the President: Follow the rubric to make sure your letter is fit for the President. Instructions for Persuasive letter:Use the discussion web graphic organizerto organize your group’s thoughts. Each advisory panel will collaborate toadvise the President. Advisors should keep in mind the following:Collaborate to write a five paragraph persuasive letter to the President. Make sure your thesis or goal is specific.Use multiple facts to back up your thesis.Use specific quotes and detailed facts from differing sides of the issue to make your point. Grammar, spelling, and correct business letter format must be used.Use quotation marks for direct quotes.If members of an advisory panel come to differing opinions on the use of nuclear weaponry they will write separate letters each citing the resources needed to make their case Background Sources:Students should keep these questions in mind while looking into the background:What caused the USA to enter the war?What justification was given for the dropping of the bombs?Why drop the bombs on Hiroshima and Nagasaki?Did anyone know the effects of radiation at the time the bombs were dropped?How many people were killed when the bombs were dropped?The Manhattan Project: Interactive HistoryAmerica Enters the WarAnnouncing of the Bombing of HiroshimaOral History Resources: (use the Questions for Active listening as you explore the resources below)Donald Bryan- Army Air Corps | WWIIPearl Harbor Survivors StoriesHarold A. Dye - 
Brigadier General, Army (fast forward to 43:50)Theodore Van Kirk, Navigator for the Enola Gay| WWIIManhattan Project VoicesBen Crawford- Technician Fourth Class, Army WWIIWorld War II Civilian Katherine Secrist 
- The Manhattan Project Background SourcesStudents should keep these questionsin mind while looking into the background:What caused the USA to enter the war?What justification was given for the dropping of the bombs?Why drop the bombs on Hiroshima and Nagasaki?Did anyone know the effects of radiation at the time the bombs were dropped?How many people were killed when the bombs were dropped?Survivors tell their storiesThe Story of HiroshimaThe Story of NagasakiOral History Resources (Remember to use the Questions for Active listening handout)Memories from the AmericasVoices of HibakushaThe Voice of HibakushaHiroshima & Nagasaki RememberedTestimonies- The Atomic Bomb Museaum Thank you advisors for your letters. I hope that you now understand that war is not just something that effects governments or military. It effects everyone. The President would like you to do one more thing. Take two pieces of Origami paper from the table in the classroom. Using one piece of Origami paper answer the following questions: On one side of the paper define what peace means to you. On the other side, give one suggestion about how the world can better achieve peace. Place your name in the bottom left hand corner of the paper.Clip your definition to the display board in the classroom. Traditionally, in Japan, it was believed that if someone folded 1000 origami cranes, their wish would come true.Write your wish for peace (your definition and suggestion) again on the second piece of origami paper and follow the directions in the link below to fold an origami crane. The class will then string our wishes for peace and display them around the school.                                                                                                                   Students will be evaluated using the rubric for persuasive letter writing below.  Students are encouraged to check their work against the rubric BEFORE turning it in to the teacher. Category and Score Below Standards Approaching Standards Meets Standards Above Standards Score Position Statement The position statement The position statement A position statement is There is no position provides a clear, strong provides a clear present, but does not statement. statement of the statement of the make the author's author's position on the author's position on the position clear. topic. topic. Support for Position Includes 3 or more Includes 3 or more Includes 2 pieces of Includes 1 or fewer pieces of evidence pieces of evidence evidence (facts, pieces of evidence (facts, statistics, (facts, statistics, statistics, examples, real- (facts, statistics, examples, real-life examples, real-life life experiences) that examples, real-life experiences) that experiences) that support the position experiences). support the position support the position statement. statement. The writer statement. anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument. Evidence and Examples All of the evidence and Most of the evidence At least one of the Evidence and examples examples are specific, and examples are pieces of evidence and are NOT relevant relevant and specific, relevant and examples is relevant AND/OR are not explanations are given explanations are given and has an explanation explained. that show how each that show how each that shows how that piece of evidence piece of evidence piece of evidence supports the author's supports the author's supports the author's position. position. position. Category and Score Below Standards Approaching Standards Meets Standards Above Standards Score Sequencing Arguments and support Arguments and support A few of the support Many of the support are provided in a logical are provided in a fairly details or arguments are details or arguments are order that makes it easy logical order that makes not in an expected or not in an expected or and interesting to follow it reasonably easy to logical order, distracting logical order, distracting the author\\\'s train of follow the author\\\'s the reader and making the reader and making thought.
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