-totalitarianism, holocaust, holodomor, atom bomb, allied or axis powers, Manhattan project, zyclon B
Materials:
http://www.radiolab.org/story/180132-how-do-you-solve-problem-fritz-haber/
Aim/Objective/Teaching Point:
-To determine the extent in which technological advances changed the course of WWII.
Motivation:
-Showing students the visual aids or images of what took place in both WWI and
WWII to draw their attention to the topic of study.
Mini-Lesson/ Intro/Modeling (connections, orienting, and clarifying):
The students will have 2 minutes for set up.
● Take out notebooks, pen/pencil
● Hats/Hoodies off
● Phones put away
● Let us get ready to work
I do:
-Show the students the best technology that needed to be used when France and Great Britain declared war on Germany at the beginning of WWII even though both sides wanted to win.
-State technology that benefited both sides during WWI such as U-boats, machine guns, poison gas, tanks, planes and trench warfare.
-highlight problems associated with some of the innovations
We do:
We will look at the technology that started advancing the war effort during WWII. We will review what happened to Napoleon after the London Blitz, Hitler next attempted to take over Russia in the winter. More so, we will discuss the technology that the Europeans powers require to strengthen their military.
You do:
-Engage in the sources about WWII technology and explain how it changed the course of WWII.
- examine the role of nationalism in relation to the war technology
- examine the atrocities against the Armenians
-examine the Ukrainian Holodomor
-examine the Holocaust.
Questions to be asked throughout:
After reading Source A: The Atom Bomb and Source B: Zyclon B, the questions to asked comprise:
- The perspective of the Manhattan Project Scientists and whether they support the use of the bomb.
-Whether Allied or Axis Powers would be at an advantage as a result of the Atom Bomb.
- The contribution of Fritz Haber to science.
-How invention was beneficial or harmful.
- How invention changed the course of WWII
Workshop/ Activity: Students are divided into 2 groups.
-With a partner, the students will read about each technological advancement where the first group will read source A, and the other group to read source B.
Medial Summary Interruption/Check for Understanding:
-The students to ask and answer questions about the readings
One-on-One Conferences:
-Reading the study resources.
Small Groups:
-Discussing the readings
-Asking and answering questions
Share-Out/ Oral Reflections (clarifying any questions and misconceptions):
-The scientists would question the use of technology with an aim of owning it even though they know that it should not be used to win a war.
Final Assessment/Summary (Assessing):
- How WWII technology is different from what we saw in WWI.
-Ways in which the technology will advance or hinder the war.
-Strengths of the technology and what needs to be improved.
Assignment:
-After reading the study materials, the students will explain the quote, “"Haber's life was the tragedy of the German Jew - the tragedy of unrequited love." By Einstein.
