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This lesson plan is on “Sadako and the Thousand Paper Cranes” and Japanese History
Language Arts, Social Studies
6, 7, 8
By – Randall Wilson
Subject – Language Arts, Social Studies
Grade Level – Grades 6-8
Methods of Teaching:
This unit adds a language arts dimension to the social studies curriculum, Japanese history from AD 600 to 1800. Students will read the story Sadako and the Thousand Cranes, and, through an exploration of the Internet and other sources, will search for information about the development and use of nuclear energy, in general, and the atom bomb, specifically. Through this study, the students will consider: Ã‚Â· Reasons for dropping atomic bombs on Hiroshima and Nagasaki Ã‚Â· Immediate and lasting human effects of the bombing Ã‚Â· Other uses of nuclear energy Ã‚Â· The effects of world peace movements
1. Ã‚Â· Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research
2. Ã‚Â· Give credit for both quoted and paraphrased information in a bibliography using a consistent and sanctioned format and methodology for citations.
3. Ã‚Â· Write responses to literature that develop interpretations which exhibit careful reading, understanding, and insight.
4. Ã‚Â· Write research reports and persuasive compositions that state a clear position and convey an accurate perspective on the subject.
This lesson meets the following PA Academic Standards for Reading, Writing, Speaking and Listening: 1.2.8, A & C; 1.3.8, A, B, C, D; 1.4.8, A, B, C; 1.5.8, A, B, C, D, E, F, G; 1.6.8, A, D, E, F; 1.8.8 B, C
Frame – Lesson Activity #1 (Introduction):
Introduction of the novel Sadako and the Thousand Cranes. Give background material on the setting and discuss the importance of setting in a novel. Tap students’ knowledge about the end of WWII and the dropping of the A-bomb.
Lesson Activity #1 (Introduction) – Supporting Web Information:
Explore – Lesson Activity #2:
Read Sadako and the Thousand Cranes. Each student keeps a journal or reading log while reading the novel. Students share their entries via email.
Lesson Activity #2 – Supporting Web Information:
Inform – Lesson Activity #3:
Read and listen to personal stories from survivors of the atomic bomb found on the Internet. Students share stories they found through email. Discuss the stories told by survivors.
Lesson Activity #3 – Supporting Web Information:
Explore – Lesson Activity #4:
Conduct a class discussion examining the reasons why the United States dropped the atomic bomb. Continue the investigation of why the bomb was dropped. In groups the students will research the history of the bomb, using the Internet and other resources.
Lesson Activity #4 – Supporting Web Information:
Inform – Lesson Activity #4:
In groups, students will create a research poster that answers the questions How, When, Why, Who, and Where about the A-bombs. The groups will respond to the question “Was the atomic bomb a necessary evil?” The poster will include the response to the question. Posters will be scanned and published to the website.
Lesson Activity #5 – Supporting Web Information:
Try – Lesson Activity #6 (wrap-up):
On the Internet, they will find organizations that promote world peace. Students will write their own poems for world peace as a response to literature. Students will post their poems to a “Peace Page” as a tribute to the victims of the atomic bomb-for the Internet with links to the information that they have discovered.
Lesson Activity #6 (wrap-up) – Supporting Web Information:
The following are web resources that would be used throughout this lesson. WEB RESOURCES SITE ELEMENTS – Narratives – List of References – Still Images – Video Clips Organized Sites – Information – Databanks – Interactive Events – Current Events – Historical Events Network Elements – E-mail The web resources were found by doing a search through the search engine Alta Vista. Once the links were revealed, I began checking each link for information to reference for the lesson. I also emailed teachers to find out if they were aware of any resources I could view, which would be relevant for the lesson. I received responses from two teachers with input about the activities of my lesson. Judy Edwards and Anne Schweighofer both gave suggestions about the Peace Page and involving poetry rather than narrative writings.
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