Wiener 1

Casey Wiener

Dr. Mastrilli

EDS 306-02

October 22, 2015

9th Grade Social Studies Class

1.1 Integration of Learning Outcomes

SWBAT… create an effective emergency safety plan in groups of 2-4.

SWBAT… describe what a fallout shelter is.

SWBAT… identify two things that should be included in a fallout shelter.

1.2 Standards

1.4.9.B: Write complex informational pieces (e.g. reviews, research papers, instructions, essays, articles)

8.1.9.A: Compare patterns of continuity and change over time, applying context of events.

CC.8.6.9-10.H: Draw evidence from informational texts to support analysis, reflection, and research.

1.3 Anticipatory Set

Teacher will introduce classroom setting:

The year is 1951. Students are in class as they normally are when suddenly a loud siren will begin playing over the school’s loud speaker.

Teacher plays the siren on the computer through PowerPoint slide). Teacher tells the students that there is a threat of a nuclear attack and instructs all students to get on the floor and hide under their desks because the desk will protect them from the debris. Teacher lets bell ring and has students stay on the ground for 5-10 seconds before stopping the bell and having students return to their seats.

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1.4 Procedures

Teacher tells the students that drills, like the one they had just played out, were very common during the Cold War. It was believed that protection such as hiding out under their desks would protect them from the damage caused by a nuclear weapon. The teacher reassures the students that hiding under a desk would likely not protect them, but that the threat of a nuclear attack was likely.

On the PowerPoint, teacher will have photos on PowerPoint and explain each:

Fallout Shelters: An enclosed space designed to protect its occupants from the radioactive debris that follows a nuclear explosion. Could be a community shelter or a personal shelter.

o Once a nuclear bomb hits the ground, it vaporizes everything. Anything that is left absorbs the radioactive neutrons and becomes radioactive, emitting alpha, beta and gamma rays. Fallout shelters were designed to protect people from the explosion itself and from the debris that followed.

o In the shelter you would have canned food, bottled water, beds, radio, plumbing, etc.

Started to see diagrams that show where you can hide for protection in the case of a nuclear attack

Booklets began to be published on how to protect yourself in the case of a nuclear attack.

o Nuclear War Survival Skills: Written by a former Army captain and OSS specialist, the book stated things such as what food to keep in the shelter, how to keep the shelter sanitary, what clothes to keep depending on the season, how to furnish the shelter, and ways to make use of the fallout shelter when not in use.

People were taught to Duck and Cover as a measure of protection. The US Federal Civil Defense Administration funded the film Duck and Cover. Schools showed this video to students from 1952 until 1991.

Teacher plays the 9-minute film Duck and Cover. Once over, the teacher acknowledges that the duck and cover method can work if the person is far enough away from the initial explosion. The method can also work in natural disasters. While a nuclear attack is not likely to happen today, the teacher will ask the students what types of attacks, happenings, incidents, etc. could occur today.

Next, the students will get into groups of 2-4 students to create their own emergency safety plan. Things that they should include in the plan include:

What are they protecting themselves against? Do they plan to move or stay in place? Do they need to get help or can they handle it themselves? Do they need to tell anyone else of their plan? Do they need to prepare any supplies beforehand?

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Students will write down their group’s plan on a separate sheet of paper to hand in. This will count as the students’ daily participation. Teacher should let the students work for 5-10 minutes, then get together as a class to discuss the different plans. If only a few minutes left in class, have the students brainstorm ideas in small groups and have them write plans as homework.

1.5 Differentiation

Duck and Cover will have subtitles. If subtitles are not available, the teacher will print out a transcript of the video to give to students who need it.

1.6 Closure

On their separate sheet of paper, students will answer the two recap questions to hand into the teacher.

1. List 2 things that you would include in your fallout shelter. Why?2. In your own words, why is this relevant today?

1.7 Formative/Summative Assessment of Students (P-12)

The exit slip questions show that the students paid attention in class and know what US citizens did to protect themselves from a nuclear attack during the Cold War.

1.8 Materials/Equipment

Protection Plans of Nuclear War slideshow

Computer

Projector

Duck and Cover video

Nuclear attack warning siren

Transcript for video

1.9 Technology

Computer

Projector

Duck and Cover video

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2.1 Reflection on Planning

During practice run, I found that the lesson took just over 20 minutes including the video but not including the Emergency Safety Plan activity. This lesson would be involved with other lessons about the Cold War (CW), such as lessons on: World War II lessons on the Manhattan Project, creation of the atomic bomb, and the bombings of Japan; start of CW; indirect “war” nature of the CW; CW affecting the 1980 Olympics; etc. I think the students would find the content silly because of how outdated and irrational they were during the 1950s. The activity may be a bit challenging, but that is why they are working on it in groups.

2.2 Reflection on Instruction

Not Applicable