Before the students arrive, the teacher will have set up a gallery of photographsaround the class these photographs will consists of American soldiers dying at thehands of the Japanese, crimes that the Japanese committed during the war,scientists working on the Manhattan Project, images of the atomic bombs, atomicbomb victims (both dead and alive) and images of the Allies celebrating the end ofthe war.

Teacher will then divide the class in two-halves, distribute thediscussion question worksheet and as well as primary andsecondary source material. The teacher will then give each studenta colored bookmark and explain how the Thinking Hat Activity willbe conducted.

Teacher will lead a class discussion (called TVChat Show) in which she will guide studentsthrough the discussion questions.

Students will participate in a gallery walk in which they will get to seephotographs of American soldiers dying at the hands of the Japanese,crimes that the Japanese committed during the war, scientists working onthe Manhattan Project, images of the atomic bombs, atomic bomb victims(both dead and alive) and images of the Allies celebrating the end of the war.

Students will participate in a Thinking Hat Activiy in which theywill eachl be assigned a bookmark of a different color andbe asked to analyze primary and secondary sourcedocuments in order to answer the discussion questions withtheir groups.

Students will participate in a TV Chat Show discussion in whichthey will answer the discussion questions with evidence fromthe text. The audience (the other groups) will have anopportunity to ask questions during this portion of the activity

Teacher provide each group four folders labeled: “Decision 1”, “Decision 2”,“Decision 3” and “Decision 4.” Each folder will contain 4 documents: aninformational reading, a map, proposed strategies document and a linedpiece of paper in which students will write their one paragraphresponse.

The lesson will close with a classroom discussion that the teacher will lead. The teacher willask students to discuss what strategy they choose for decision 1, decision 2, decision 3 anddecision 4. If all students agree on the same strategy the teacher will explain why thatparticular strategy was the best. If students did not agree on the same strategy then theteacher will ask questions about why certain people choose a particular strategy, what arethe benefits to the strategy and what are the draw backs.

In groups of four, students will take on the roles of U.S. military analysts to providerecommendations on four key military decisions. Before making a decision, students willgather background information by reading an informational worksheet, examining a map andevaluating proposed military strategies. Once they have discussed with their groups what thebest military strategy is, they will work together to write a one-paragraph responseexplaining the relational behind the strategy that they choose.

Students will participate in a classroom discussion inwhich they will discuss and debate which is the beststrategy to use for every decision that they werepresented with.

Teacher will provide students with a primary source analysis worksheet (blank) whichstudents will complete independently. The worksheet asks students to analyze/read variousprimary source photographs and documents and then answer questions about those primarysources. Additionally, once they have completed the primary source analysis worksheetstudents will have time to share their answers with a partner and with the class in order toprepare for their formative assessment.

Students will remain engaged during the lesson by analyzing the primary sourcedocuments on their worksheet and answering the accompanying questions (theworksheet will be distributed at the beginning of class). The worksheet is dividedinto 3 sections for each section students will have to analyze/read the primarysources that have been provided, answer the questions that accompany theprimary source.

Once students are done analyzing their primary source andanswering the accompanying questions they will then sharetheir answers with their elbow partner (the person sittingnext to them)

Once students are done comparing/sharing theiranswers with their elbow partner students willparticipate in a class discussion which will be led by theteacher.

Teacher: will present a lecture about the Tuskegee Airmen, the 442ndRegimental Combat team and the Navajo Code talkers. The lecture will givestudents historical information about the treatment of African Americans,JapaneseAmericans and Navajos before the war as well as inform them aboutall the events that these special fighting partook in before, during and afterthe war

Students: will remain engaged during the lessonby completing a guided notes worksheets thatwill be distributed to them at the beginning ofclass.

Students: will engage in a table group discussion inorder to answer the "Food for Though" questions thatwill be posed to them through out the power pointlecture.