Felicia*****,Angelica*****,SamanthaSalazar,Taylor******,Skyler*******

12/14/15
EDCI301
Dixon
FinalExam
CaseStudy12:Pollution
1. Forthemostpart,ourentiregroupvotedonD,heroverlysimplisticandidealistic
viewsofhowtosolvearealworldproblem.Wefeltlikeatthispointthereshould
bealotmorewhatifsortofthinkinggoingon,butthereisnt.Shecannotseem
tobackupherargumentsfordiscontinuinggasolinewithrealistichypothetical
scenarios,butotherstudentsandtheteachercan,andshesimplifiestheanswersto
thosequestionsbystatingthingslikeAsinglemomcanbikemilestotownwith
twokidsandabunchoftrashanddropeverythingoffbeforegoingtowork.Its
notrealisticthought.Onememberofourgroupthoughtthattheanswershouldbe
A,herconstanttardiness,becausekidsandteenagersintheearlyadolescentstage
aremoreexcitedforschoolandstilllookforwardtolearningnewthingseach
day.
2. Fromadevelopmentalstandpoint,Lauraspreoccupationwithherappearance
illustrateshermaturitylevelandprioritiesatherage.Furthermore,thereis
adolescentegocentrismaswellasasenseofanimaginaryaudience.Asyoucan
see,sheismoreconcernedwiththesocialaspectofschoolsuchasgossipingwith
girlsandlookinggoodinsteadofbeingconcernedwiththeacademicpartof
school.Shewantstolookgoodandalwaysbekeptintheloopofgossipsothat
shefitsin.Asaresult,youcaninferthatshehasnotyetdevelopedself
confidenceandperhapsisinthestageofidentityversusroleconfusion.Shedoes
notwanttobeseenasageek.
3. C,becauseLaurahasntbeenpunishedforhertardinesstostudyhall,this
behaviorcontinuesunabated,istheanswerthatisthemostconsistentwitha
behavioristapproachtolearninganddevelopmentbecauseherbehaviorisshaped
throughpositiveornegativereinforcement.Obviously,shehasnotbeengiven
anynegativereinforcementforhertardiness,andtherefore,whywouldshe
changeherbehavior.Behaviorismisconcernedwithstimulusandreinforcement,
andLaurahasnthadanyconsequencesforhertardinesssoshehasnoreasonto
stop.
4. Otherstrategiesthattheschoolfacultycouldusetomotivatestudentswouldbeto
takeabehavioristapproachbyemphasizingextrinsicmotivationcausedby
rewardsandpunishments.Anotherwaycouldbemoresocioculturalsincethey
liketosocialize,emphasizetothestudentsthatbyparticipatinginacademic
pursuitstheybegintohavearoleinthoseclassrooms.Beinginvolvedinall
aspectsofschool,especiallyacademicswillallowthemtogettheirsocialand
performancegoals.Ateachercouldalsosuggestthatastudenttryrunningfor
classofficeorotherformsofleadership,wheretheyrenotonlythecenterof
attention,buttheyalsohavetoberolemodelsforstudentsandwillhavetodo

wellacademicallyinordertokeeptheposition.Itwouldteachthemresponsibility
andselfreliancethattheycanfeelgoodaboutratherthanjustpunishingthemasa
behavioristwould.Itwouldalsobegoodtoencouragestudentstojoinsportsand
clubs.Theybothhavesocialaspectsbutbuildimportantskillsincommunication,
motivation,anddetermination.Usinggroupworksometimesinclassroomcan
alsomotivatestudentstoareinterestedinsocialmatters,sincetheywillprobably
worktogetherwellsincetheyliketobesocial.
5. UsingPiagetsTheory,IbelievethatLaura,becauseofherage,isinthefinal
stage,theformaloperationalstage.YoucanseefromthecasestudythatLaurais
lackinginthereasoningareaandbeingabletograspthechallengesthatthe
debateteacherkeepsthrowingather.Shedidnotdemonstrateshecouldthink
hypothetically,deductively,orcritically.Iwouldsaysheis
preoperational/concreteoperational.Sheshowspreoperationalthroughnot
understandingthepointofviewofanotherperson.Shejustwroteofftheold
peopleandthesinglemotherexamplesthatherinstructorgave.Ithinksheis
mostlyinconcreteoperational,sinceshecanthinkabouthandsonproblemsbut
notabstractones.Lauracouldbeinbetweentheconcreteoperationalandformal
operationalstagebecausesheisconcernedaboutthewayothersseeherandher
reasoning/logicissimplerratherthanabstractattimes.Youcanseeshestruggles
tojustifyherreasoninginherconversationwithherteacher.
6. Laurasreasoningisaffectedbywhatshedoesanddoesntknowaboutpollution
becausesheseemstothinktheonlycauseofthepollutionisduetoourcarsthat
runongasoline.Therearemanyotherthingsthatcausethepollutioninourairin
whichmanyhastodowithfactories,mills,othercompanies,andsoon.Inthe
casestudyyoucanalsoobservethatLauradoesntseethatlandfillsareaproblem
ofpollution,eventhoughtheymaybemaintained,theearthisstillbeingpolluted.
Anotherinstanceofherknowledgebaseisthefactthatshesuggestspeople
shouldwalkandridebikeseverywhere.Althoughyes,somepeopleliketoand
mustdothosethingsbecauseoftheirowncircumstances,vehiclesareagreat
inventioninwhichweshouldnotgiveuponlymodifyandtrytomakemore
ecofriendlymeansofusingthem.Lauraknowsasmallpieceaboutabig
problem.Sheshowssheknowstheconnectionbetweenhumansandgasoline
beingcontributorstopollution.Sheislackingtheknowledgeofotherformsof
pollution,lackstheknowledgeabouttheeffortthatgoesintofindingnew
chemicals(tocleanthelandfill),andsheisunderminingtheimportanceofcarsin
thesocietywelivein.
7. Apotentialbenefitofthisstrategyisthatheisconstantlyenlighteningherwith
eachquestionorremarkthathemakes.Heintroduceshertoideasthatshehas
neverthoughtoforseenbefore,probablybecauseofthetypeofpersonalitythat
shehasandhowhighlyshethinksofherself.Ithinkbecauseofheregotistic
waysshemaynoteverchallengeherselforbechallengedbyothers.The

instructormightalsobegentlytryingtoshowwellspokenstudentsthatsuccess
isntalwayspossible,whichisatruthtolifethatneedstoberealizedsooner
ratherthanlater,especiallyinLaurascase.Hestryingtomakeherseetheflaw
inherthinking,butsheislackingthecriticalthinkingskillstorealizethatwhat
sheissayingdoesntmakesense.Italsomakestherestoftheclassthinktoo.The
teacherisnttellingherhisopinion,butjustpointingoutflawsinhers.
8. Waysthatadebatingclasscouldcontributetothestudentscognitive,linguistic,
social,andmoraldevelopmentcouldbebychallengingthestudentstochange
theirwayofthinking,tothinkoutsideofthebox.Linguisticallyitallowsthe
studentstobecomemorecomfortablewithspeakinginfrontofpeersorhavinga
challengingdiscussion.Constantdialogueinadebatingclassencourageskidsto
speakupandthatnoideaisabadidea.Sociallyandcognitivelythestudentsare
constantlylearninghowtocommunicatewithothersandsharingothersideas.
Theyarealsothinkingaboutdebatabletopicsandexaminingdifferentpointsof
viewsandevaluatingthem.Adebatingclassrequiresthestudentstobeableto
maketheirownargumentsandtofindsolutionstothem.Theclassprovides
studentswithaplacewheresociallysimilarpeoplecangettogetheranddebate
overdifficultissues.Sure,therewillbedisagreementsandrougharguments,butit
teachesthemhowtoworkoutargumentswithothersandnotletspeechruin
friendships.

University of Idaho Lesson Plan

Name: Samantha Salazar, Angela
Rios, Felicia Beehner, Taylor Stewart,
and Skyler Wilburn

Date: 12/16/15

Subject: 11th Grade U.S. History

Topic: WWII- Hiroshima and Nagasaki

Bombs
The big idea(s) or essential question(s):
How did the bombing of Japan shape the war? What decisions had to be made?
Why did America bomb Hiroshima and Nagasaki? Was there any warning?
What did the creation of the bomb mean for America? For the world?
What impact did this event leave on Japan?
State of Idaho and/or common core standards addressed:
CCSS.ELA-Literacy.RST.11-12.1
Cite specific textual evidence to support analysis of science and technical texts, attending to
important distinctions the author makes and to any gaps or inconsistencies in the account.
CCSS.ELA-Literacy.RST.11-12.2
Determine the central ideas or conclusions of a text; summarize complex concepts, processes,
or information presented in a text by paraphrasing them in simpler but still accurate terms.

Objectives:
The students will gain a better understanding on the events that occurred
during the Hiroshima and Nagasaki Bombings during WWII.
Diversity goals: (where relevant)
o Developing multiple historical perspectives
o Developing cultural consciousness
o Increasing intercultural competence
o Combatting racism, prejudice, and discrimination
o Developing awareness of the state of the planet and awareness of global dynamics
o Developing social action skills

TSWBAT

Students will be able to complete research and compose an

essay with PowerPoint Presentation to demonstrate knowledge
of research, informative essays, and cultural awareness about
the Hiroshima bombings of WWII.

TSWBAT

Students will be able to complete an assessment compiled of

multiple choice, true/false, and essay questions to demonstrate
an understanding of lesson material.

Materials and/or technology:

Computer with Microsoft word and PowerPoint Presentation, a reliable internet
connection, access to a thumb drive or Google drive, an exam review, and an
exam.

Activities/procedures (include anticipated time for each)

Introduction/activator:
The first part of this unit will be very heavily lecture based. Week one will be
spending each class period discussing WWII general information, the conflict in
Japan, and eventually the bombings that occurred there. We will go over videos
in class as well, and I will show them valuable resources from History.com and
other webpages that they will later use for their research.
Class activities (what you/students
will do)

Class activities (why you will do them)

Lectures/Presentations

Provides students with notes to study

for exam.

Videos

Representations of what war was like.

More captivating than text.

Journal entries/ group activities

Allows for introspection and expression.

Group discussions about how they

feel/think about the topic

Builds more open classroom

environment.

Group project

Gives students a chance to work

together on something with a bigger
outcome. Also allows for students to
dive deeper into a specific topic that
might not be covered as deeply
otherwise.

Closure/reminders
After a week of lecture, the students have been spending a week in the library
doing research and constructing their PowerPoints/other visuals. The groups
have been left to decide who does what, but if there are issues they may
request the help of the teacher. Week three will have 3 group present on the
first day of class, and three during the next day. On day three, students will be
given a study guide for the final exam. The exam will be held on day 4, and on
day 5 we will watch a movie to reward the students for their hard work on the
exam.

Assessment (how you will know students met the objectives - include rubrics)
Group Essay and PowerPoint Presentation: The rubric will be included at the end
of the lesson plan. The rubric included expectations for grammar, citations,
completeness, and arguments made in the paper. I will also have students
evaluate each other based on the work done during the project. Although I
would like to believe that each student will do his/her part of the project, this is
not always the case and the whole team should not be penalized for the action
of one member. This will impact the grade of each student individually based on
the work they did for the project.
Formal Test: The exam consists of 5 multiple choice, 7 T/F, and 2 essay
questions. Answers are beneath the test questions at the end of this lesson
plan.

Accommodations/differentiation
Students on IEPs may get additional time/explanation on the traditional test.
They may also take this test in their resource room if they prefer, but
permission from their teacher is required. They may also, with permission from
the teacher, use their presentation/essay as a form of nontraditional
assessment.

Reflection/evaluation (after lesson is taught)

Since this lesson was not physically taught, a reflection by the teacher is not
required.

Reasoning for teaching this topic:

History is a very teachable topic that can be formatted for each type of test
question required for the exam. It is also nice for group projects, which we
thought would work well for the rubric portion. We chose secondary because it
is closer to what we know now and to our interests, and we chose WWII
because it had a lot of moral debates in it (especially the bombs), which make
for great essay questions.

Group Activity Project and Rubric

This is a group activity where we split the class into 5 groups. Each group will pick a
topic from the following and each will have a different topic.

How did the atomic bomb change World War II?

What were the effects on civilians in Japan?
How did Japan recover and change politically?
How did the US make the decision to bomb Japan?
How did the bombing affect the end of WWII?

As a group, discuss your topic, and research your findings. Write 4-5 pages on your topic
and create a presentation that you will present to the class, a PowerPoint is preferred. The
class will learn about each topic from each presentation, like a jigsaw. Refer to the rubric
for specific guidelines.
Excellent

Fair

Poor

Completed
Project
Presentation

Easy to follow and understand

Videos and Picture are
integrated
Smooth flow of presentation
and main points are clear
Visually and informationally
interesting PowerPoint

Doesnt make sense/didnt complete

No pictures/videos. Only text.
No main ideas/no explanation
Boring/Inadequate PowerPoint

Completed Paper

Little to no grammar/spelling
mistakes
Proper organization of essay
(intro, body, conclusion)
Communicates ideas effectively

Quality/Accuracy
of Information

Information is accurate and

fitting for chosen topic

Good, but somewhat confusing

Only uses picture or videos but
not both
Idea are mostly explained, and
main points are clear for the
most part
PowerPoint has points of
interest, but also lacks varied
elements
Moderate grammar/spelling
mistakes
Essay is missing intro or
conclusion
Ideas are come across as clear
but muddled in some parts
Information is accurate for the
most part, with a few mistakes.

Bibliography

Sources are cited properly at

the end of the paper
Used 3+ sources of information

2-3 sources cited with minor

mistakes

0-1 sources cited or wrong format

Frequent grammar/spelling mistakes

Essay has no organization
Does not communicate ideas in an understandable

Copied from Internet/information is not accurate.

WWII Exam: Hiroshima and Nagasaki Bombings

Multiple Choice: Please circle either a, b, c, or d for your answer.
1.In what month and year did the United States drop two atomic bombs over
Hiroshima and Nagasaki?
a. September 1945
b. August 1949
c. September 1944
d. August 1945
2. What was so significant about the American B-29 bomber that was dropped on
Hiroshima and Nagasaki?
a. It was the world's first deployed atomic bomb
b. The explosion killed tens of thousands of people
c. The emperor announced his unconditional surrender on a radio address
d. All of the above are true
3. What ended WWII?
a. The atomic bombs
b. Tsunami season
c. The Japanese Interment in America
d. Disease
4. How many years did WWII last?
a. Two
b. Four
c. Six
d. None of the above
5. Who was Japan's emperor at the time of the surrender?
a. Emperor Okinaga
b. Emperor Montoku
c. Emperor Koan
d. Emperor Hirohito

ANSWERS: D, D, A, C, D
Bombing of Hiroshima and Nagasaki. (2009). Retrieved from
http://www.history.com/topics/world-war-ii/bombing-of-hiroshima-and-nagasaki

True/False: Circle either T for True or F for False to indicate your

answer.
1
2
3
4
5
6
7

WWII took place during 1939 1945.

On August 9, 1945, the first atomic bomb was
dropped on Hiroshima, Japan.
It is estimated that between 6,000 8,000
people died when the first atomic bombing.
Franklin D. Roosevelt was the only U.S. President
during WWII.
Little Boy was the first bomb to be dropped,
followed by Fat Man.
In 1940, the U.S. government started funding a
program for developing its own atomic weapons.
The Potsdam Declaration was presented to Japan
to end the war, which they agreed to and signed.

T or F
T or F
T or F
T or F
T or F
T or F
T or F

1. TRUE
2. FALSE; 8/6/1945
3. FALSE; between 60,000 80,000
4. FALSE; Roosevelt and Truman
5. TRUE
6. TRUE
7. FALSE; Japan didnt agree to it and the bombings of Hiroshima and Nagasaki
happened

Bombing of Hiroshima and Nagasaki. (2009). History.com. Retrieved from

http://www.history.com/topics/world-war-ii/bombing-of-hiroshima-andnagasaki.
Hiroshima & Nagasaki Bombing. (2013). Hiroshima Committee. Retrieved from
http://www.hiroshimacommittee.org/Facts_NagasakiAndHiroshimaBombing.h
tm.

Essay Questions: Please answer both essay questions to the best of

your ability. Use complete sentences, neat handwriting, and correct
capitalization and punctuation.
Q1. President Truman had to wrestle with a very difficult decision when it came to
the use of atomic weapons. What explanations does he have for doing so, and which
stands out most to you? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
A1. For the answers I would be looking for something along the lines of:
President Truman made one of the hardest decisions in United States history
when he decided to drop the Atomic bomb on Japan. When President Truman
finalized his decision to drop the Atomic bomb, his reasoning for it was to
save American lives. Truman did not want to endanger more people than he
needed to, and he knew that if there was another Normandy style attack then
there would be another Normandy style massacre.
Paulin, Joseph H. "America's Decision to Drop the Atomic Bomb on Japan." (2007):
n. pag. Print. Retrieved from http://etd.lsu.edu/docs/available/etd04102007145400/unrestricted/PaulinThesisFinal.pdf

Q2. Were Hiroshima and Nagasaki bombed spontaneously for no other reason but to
hurt civilians, or was there another purpose for the United States military? Explain
your answer. Think about what purposes these cities held for Japan during the war.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
A2. Im looking for some sort of explanation of both cities being heavy
manufacturers for military products. The strategy here being that the
destruction of Hiroshima and Nagasaki would have cut off some of Japans
major wartime productions, leaving them unfit for war and ready for
surrender. However, the bombings were not spontaneous. President Truman
had leaflets (written in Japanese) dropped on both cities to warn civilians to
evacuate the city because there would be a bomb if their emperor did not
surrender. Though the bombings were a tragedy to the Japanese people, it
should be noted that lives could have been spared.

Rue, Kelly La. "Re: Why Did America Bomb Hiroshima/Nagasaki Just to Kill Innocent
Civilians? Instead, They Could Have Bombed Some Military Headquarters or
Even the Capital. Why Did They Choose Civilians?" Web log comment.
Quora.com. Quora, 20 Apr. 2015. Web. 12 Dec. 2015. Retrieved from
<https://www.quora.com/Why-did-America-bomb-Hiroshima-Nagasaki-justto-kill-innocent-civilians-Instead-they-could-have-bombed-some-militaryheadquarters-or-even-the-capital-Why-did-they-choose-civilians>.