Students view a photo of a mushroom cloud and explain their response to the photo. Then, they explore an overview of World War II conventional weapons and technological innovations that arose from military needs. Next they study the development and first use of nuclear weapons against Japan. Finally, students learn about the Native American code talkers of World War II who used their native languages as the basis of codes for secret communications.
Students are introduced to the lesson focus on World War II weaponry and technological advances. They view a photograph of a mushroom cloud and create a caption that describes and identifies the image. After learning that the photo shows the atomic bombing of Nagasaki, they reflect on their thoughts and feelings about the image and share their responses on a class wall.
Teacher MovesPresent the lesson overview and objectives. Clarify that all initial captions are acceptable and use the sample caption to identify the image as the Nagasaki mushroom cloud, briefly explaining its historical context. Share that Hiroshima was bombed first and provide a few factual details about the Nagasaki bombing. Invite students to share and discuss their emotional and intellectual reactions to the image.
Students examine an image of a cutaway M4A4 Sherman tank, then read an overview of conventional weapons in World War II and conduct a brief online search to learn more about eight key weapons (radar, aircraft carriers, jet fighter planes, long-range rockets, tanks, bombers, submarines, sonar). They complete a drag-and-drop activity matching each weapon to its description. After reading about international efforts to limit certain conventional weapons, they post to a class wall one reason to support and one reason to oppose a treaty limiting such weapons.
Teacher MovesSupport students who are interested in exploring the tank diagram by pointing out labeled parts. Direct students to the drag-and-drop activity and clarify any unfamiliar terms. If desired, suggest that interested students consult World War 2 Weapons for additional information and images. After students post their treaty arguments, highlight an interesting or exemplary response and use it to prompt a brief discussion of the benefits and drawbacks of limiting conventional weapons.
Students read about five major scientific and technological developments spurred by World War II—antibiotics, pesticides, plastics, improved nutrition, and early digital computers—and consider how these advances have shaped the modern world. They post to a collaborative wall, choosing at least two developments and explaining their present-day impact with specific examples, then review classmates’ posts and respond to at least two with questions or positive comments.
Teacher MovesEncourage students to connect each wartime development to contemporary life with concrete examples. Prompt them to engage respectfully with peers’ posts through questions and constructive comments. For students who want to learn more, recommend reading The Science and Technology of World War II.
Students view a photograph of workers at the Oak Ridge uranium enrichment facility and read background text on the development and use of the atomic bombs on Hiroshima and Nagasaki, including the Manhattan Project. They study the development and deployment of the bomb using The Manhattan Project and The Decision to Drop the Bomb, then watch two videos—The Atomic Bombing of Hiroshima and Atomic bombing of Nagasaki—to understand both U.S. and Japanese perspectives. Using a graphic organizer, they summarize three reasons that may explain the U.S. decision to drop the bombs. Students then vote in a poll on whether the bombings were justified and post written explanations of their opinions, drawing on the readings and videos, and respond to at least two classmates’ posts with questions or positive comments.
Teacher MovesUse the Oak Ridge photograph to situate students in the historical moment and ask why the workers might have mixed feelings about their role. Ensure students access and engage with the readings and videos on the Manhattan Project and the decision to use the bomb. Guide students in identifying and recording multiple justifications for the bombings in the graphic organizer. After the poll, facilitate a respectful discussion by inviting students to share and explain their positions, encouraging them to reference evidence from the resources and to respond thoughtfully to differing viewpoints.
Students examine an image of Comanche Code Talkers and read about the importance of code breaking in World War II, including U.S. efforts against Japanese naval codes and British efforts against the German Enigma code. They learn how Native American Code Talkers used their languages to create secure communications and read American Indian Code Talkers to deepen their understanding. Students then post to a class wall explaining, in complete sentences, how the Code Talkers contributed to winning World War II.
Teacher MovesEmphasize the strategic importance of code breaking and secure communications in World War II and highlight the specific contributions of Native American Code Talkers. Share an interesting or exemplary student explanation with the class to spark discussion about their role and sacrifices. For students who want to explore further, point them to additional resources such as Navajo Code, How did the U.S. Break Japanese Military Codes before the Battle of Midway?, and How Alan Turing Cracked the Enigma Code.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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